Student Teaching Unit:

Thinking With Mathematical Models: Linear and Inverse Variation

Investigation 1: Exploring Data Patterns

Ben Thayer Eastern Michigan University Fall 2011

Susan Dixon Berkshire Middle School Beverly Hills, MI

Context Analysis

School District Berkshire Middle School is located in Beverly Hills, MI in the Birmingham Public Schools (BPS) District. Berkshire is one of two Middle Schools in the BPS District. Berkshire is located off 14 Mile just east of Telegraph and north of US-696. The surrounding districts around BPS are Royal Oak, Berkley, Clawson, Bloomfield Hills, Farmington, Troy and Southfield. Berkshire houses grades sixth, seventh and eighth. BPS serves many of the surrounding communities including Birmingham, Beverly Hills, Bingham Farms, Franklin and many others totaling a student base of around 8,000 students. The district is an affluent one and primarily Caucasian. Other ethnicities represented in the district are African-American (12%), Asian (3%), Hispanic (2%) and other (1%). Berkshire is considered the more diverse of the two Middle Schools. Classroom Factors The classroom is made up of two-person tables. The average class size is around 30 students. The tables are set up in a manner that creates a U-shape, with the opening at the front of the room. The classroom has built in cabinets and counters on three of the four walls. The fourth wall has multiple sliding white boards that allow for the three class schedules/assignments to be displayed daily. There is a desk with pick-up trays and piles for students as they enter the room. The technological aspect is outstanding. The room has a Promethean interactive smart board with an overheard digital projector for display. The teacher has a computer at her desk for grades and e-mail while another computer faces towards the class to operate the overhead display. Also, the classroom has a 40-inch flat screen tv that is used for display of videos from the teachers computer. Finally, everything is connecting to a sound system that is controlled by a panel on the wall. Overall, the classroom in very well equipped based on any technological and equipment standard. Student Characteristics The ethnic make-up of the class is very similar to that of the demographic breakdown for the district, primarily Caucasian, with African-American as the second leading ethnicity. There are several children in classes throughout the day that have special needs. Our first hour class consists primarily of special need and behavior problem students. Many of these students have 504s and get special accommodations like more time for homework and assignments. We have one student later in the day that is prone to seizers. We have a plan for what to do with the students in that case as well. The students have assigned seating and we have been adjusting it accordingly to best fit the needs of the class. Implications for Instruction The classes we teach are essentials, basic and advanced. The essentials class is the one that needs the most motivation and help. We go at a much slower pace with these students to help them understand key topics. We hold raffles at the end of every week to help influence good

behavior and responsibility. Students who have be diagnosed with sight issues or attention disorders have been seated in the front of the class closest to the board. Students in the essentials and basic classes are guided through the work more so than the advanced classes. We teach organizational skills by issuing binders to hold all assignments. These binders contain the students work, book, spiral, and anything else pertinent for the class. Parents and students have been issued a syllabus that discusses classroom rules and expectations for the year. Parents have read and signed a rip-off for the teacher to keep. There is a procedure for every class to follow every day written on the board. This begins with writing the homework in your planner, getting out any homework from a past night and beginning on a warm-up problem to begin the hour. Students needs vary throughout all of the classes. Lessons are planned to accommodate the pace of each class of students.

Rationale Students: Have you ever wondered how to figure the weight a bridge can hold as you have driven over one or how engineers analyze data to determine this weight? In this unit you will learn how to organize data from an experiment, find patterns and make predictions. You will even put your own paper bridge to the test while working with others and make educated predictions for future bridges loads. Data patterns are all around us in everything we see and do and it is imperative that we can predict, understand and model data accurately for everyday life situations. Teachers: This unit covers finding patterns and making predictions through exploring data. It aligns with the Common Core State Standards for eighth grade. Lessons in this unit are designed to benefit various learning abilities and styles through experimenting in teams, working together to analyze data, and discovering patterns both in groups and as individuals.

Content Analysis

Michigan Common Core State Standards: 8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 8.F.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. 8.SP.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.EE.7.b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. 6.EE.3: Apply the properties of operations to generate equivalent expressions.

Essential Questions: What patterns do you see in the data? What predictions can you make based on your experiment? How can you visually display your data? Can you describe relationships? Generalizations There are two kinds of variables, independent and dependent, one depends on another. Data can be displayed in a variety of forms: words, table, graph or chart. Bridge thickness is related to the bridge strength through a linear relationship. Bridge length is related to bridge strength in a nonlinear relationship. Linear and Nonlinear represent two types of relationships that can be shown by differences in patterns of data. Concepts Independent and Dependent Variables Linear versus Nonlinear models Mathematical Models Breaking Weight Inverse Variation Additive Inverse Supply and Demand Multiplicative Inverse Y-Intercept Slope Area and Volume Rate of Change Rise Over Run Length, Width, Height Patterns of Change Linear Equation Proportional

Facts The independent variable is typically the variable representing the value being manipulated or changed and the dependent variable is the observed result of the independent variable being manipulated. A linear model is a mathematical model in which linear equations connect the random variables and the parameters. A nonlinear model is one that does not satisfy the superposition principle, or one whose output is not directly proportional to its input.

A mathematical model is a description of a system using mathematical concepts and language. The maximum load that a bridge can bare prior to destruction is known as the breaking weight. Inverse variation exists if one of the variables is directly proportional with the multiplicative inverse (reciprocal) of the other, or equivalently if their product is a constant. The additive inverse, or opposite, of a number a is the number that, when added to a, yields zero. The multiplicative inverse or reciprocal for a number x, denoted by 1/x or x1, is a number which when multiplied by x yields the multiplicative identity, 1. The slope is the measurement of a line, and is defined as the ratio of the "rise" divided by the "run" between two points on a line. The y-intercept is a point where the graph of a function or relation intersects with the yaxis of the coordinate system.

Michigan Common Core State Standards

Unit Outcomes -SWBAT

8.F.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Explain how the thickness of the beam is related to its strength. Describe variables that might affect the strength of the bridge. Define what it means for the bridge to collapse. Compare and explain results and predictions as well as differences and similarities in patterns. Explain how the bridge length affects the strength. Create an equation to illustrate their data and show patterns of bridge strength. Describe the relationship between length and strength and the rate of change in each. Interpret values from their tables to explain bridge strength.

8.F.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 8.F.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

8.SP.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Create a graph from a table to illustrate the relationship in bridge strength vs. breaking weight. Interpret data on a graph involving the length, thickness and weight. Describe the shape of the graph as linear or nonlinear. Describe the relationship between bridge length and breaking weight. Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change.

8.EE.7.b Solve linear equations with rational Evaluate multi-step equations, use additive number coefficients, including equations inverse, commute like terms, combine like whose solutions require expanding expressions terms, apply properties of equality, find a using the distributive property and collecting solution like terms. Check your solution, write the given, substitute your solution, solve using order of operations, check for reflexive property 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. Determine unit rates and apply solutions in real life problems Use an organized process and scale factor and cross product to set up and solve proportions

6.EE.3 Apply the properties of operations to generate equivalent expressions.

Simplify equations using Order of Operations Apply the Properties of Equality (addition, subtraction, multiplication and division)

Pre-Assessment Students were given a paper and pencil pre-assessment that assessed them on 3 main objectives. They were given score of N, L or S for each objective. N = no evidence of understanding, L = limited understanding and S = substantial understanding. 3 Key Objectives: 1. Students will be able to demonstrate 4 types of understanding of a linear relationship by beating up a table, finding an equation, graphing and explaining the equation and predicting future patterns. 2. Students will be able to show understanding of the multi-step equation process through solving and checking 2 problems in an organized process. 3. Students will be able to exhibit their knowledge of the 2 methods for solving proportions learned in class and complete 2 basic order of operations problems. Objective #1 N = 0 out of 4 types of understandings of a linear relationship demonstrated correctly L = 2 out of 4 types of understandings of a linear relationship demonstrated correctly S = 3 or 4 out of 4 types of understandings of a linear relationship demonstrated correctly Objective #2 N = 0 out of 2 multi-step equations solved correctly Objective #3 N = 0 out of 4 proportions and order of operations solved correctly L = 2 out of 4 proportions and order of operations solved correctly S = 3 or 4 out of 4 proportions and order of operations solved correctly

L = 1 out of 2 multi-step equations solved correctly

S = 2 out of 2 multi-step equations solved correctly

Student Number

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Pre-Assessment Planning for Instruction #1 Demonstrate 4 #2 Show types of understanding of the understanding of a multi-step equation linear relationship process through (beating-up table, solving and checking equation, graphing 2 problems in an and explaining and organized process predictions) N S N L L S N L N S N S N L N L N S N L N S L S N S L S L L N L L S N N N S N N L N N N N L L S N S N S L S N L N S N S N S N L N L N S

#3 Exhibit their knowledge of the 2 methods for solving proportions learned in class and complete 2 basic order of operations problems S L S L S S S S L L S S N S N L L S S S N L S N L S N S S N N N S N

35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

N N N N N N N N N N N N N N N N N

L S S S L S S S S L S S S S S S L

N N S N N N N N N N N N N N N N N

Objective/Outcome 1. Students will be able to demonstrate 4 types of understanding of a linear relationship by beating up a table, finding an equation, graphing and explaining the equation and predicting future patterns.

Pre-Assessment Planning for Instruction Pre-Assessment Summary of Results Strategy Students were given In the prea paper and pencil assessment, 0 out of assessment and the 51 students were asked to able to demonstrate demonstrate 4 types all 4 types of of understanding of a understanding of a linear relationship. linear relationship by beating up a table, If the student finding an equation, received a 0 out of 4, graphing and demonstrating none explaining the of the 4 types of equation and understanding of a predicting future linear relationship patterns. correctly, they received an N. In the preassessment, 8 out of If the student the 51 students were received a 2 out of 4, able to demonstrate demonstrating only 2 only 2 types of types of understanding of a understanding of a linear relationship. linear relationship, they received an L. In the preassessment, 43 out If the student of the 51 students received a 3 or 4 out were not able to of 4, demonstrating 3 demonstrate any of or 4 of the 4 types of the 4 types of understanding of a understanding of a linear relationship linear relationship. correctly then the student received an S.

Implications for Instruction Of the 51 students in the class, 8 students were able to demonstrate that they could properly beat-up a table and write an equation. Although, none of the students could demonstrate complete knowledge of a linear relationship. All of the students will be introduced to what a linear relationship means. There will be in class modeling and practicing of beating-up tables, finding an equation, explanation and predicting data. Students will then work in groups to experiment and predict future patterns of data and show how the relationship is linear.

Objective/Outcome 2. Students will be able to show understanding of the multi-step equation process through solving and checking 2 problems in an organized process.

Pre-Assessment Planning for Instruction Pre-Assessment Summary of Results Strategy Students were given In the prea paper and pencil assessment, 32 out assessment. The of 51 students were students were asked able to show to show complete understanding of the understanding of the multi-step equation multi-step equation process through process. solving and checking 2 problems in an In the preorganized process. assessment, 15 out of 51 students were If the students able to show 1 received a 0 out of 2, correct way of showing no correct solving and checking solving and checking of the multi-step of the multi-step equation process. process they received an N. In the preassessment, 4 out of If the students 51 students were not received a 1 out of 2, able to show any showing 1 correct correct way of way of solving and solving and checking checking of the of the multi-step multi-step process equation process. they received an L. If the students received a 2 out of 2, showing 2 correct ways of solving and checking of the multi-step process they received an S.

Implications for Instruction The majority of students do have a firm understanding of the multi-step process. These students were able to show proper steps in sequence and correct work in solving and checking their solutions. Although, a little less than half of the class does not have this same understanding. The students will have many opportunities in warm-ups and even some ACE homework to grasp and build their knowledge of the multi-step equation solving process. As a class we will be able to discuss the exact process needed and any common errors that need to be addressed.

Objective/Outcome 3. Students will be able to exhibit their knowledge of the 2 methods for solving proportions learned in class and complete 2 basic order of operations problems.

Pre-Assessment Planning for Instruction Pre-Assessment Summary of Results Strategy Students were given In the prea paper and pencil assessment, 18 of assessment. They the 51 students had to exhibit their could completely knowledge of the 2 exhibit correct methods for solving knowledge of the 2 proportions learned methods for solving in class and proportions learned complete 2 basic in class and order of operations complete 2 basic problems. order of operations problems correctly. If the student received a 0 out of In the pre4, exhibiting no assessment, 8 out of knowledge of the 2 the 51 students methods for solving could exhibit 2 out proportions or the 2 of 4 correct ways of basic order of showing their operations problems knowledge of the 2 they received an methods for solving N. proportions learned in class and If the student complete 2 basic received a 2 out of order of operations 4, exhibiting 2 problems. correct examples of exhibiting In the preknowledge of the 2 assessment, 25 out methods for solving of 51 students could proportions or the 2 not exhibit any basic order of correct knowledge operations problems of the 2 methods for they received a L. solving proportions learned in class and If the student complete 2 basic received a 3 or 4 out order of operations of 4, exhibiting 3 or problems. 4 correct examples of exhibiting knowledge of the 2

Implications for Instruction As a result of this preassessment, about half of the class has substantial to partial knowledge of how to solve proportions and order of operations correctly. Although, half the class does not exhibit any correctness in these two areas. This is a staggering statistics that will most definitely need to be addressed early on. We will be testing their understanding of these topics throughout the unit in warm-ups and homework discussion. The organized process for solving proportions will be demonstrated multiple times through both teacher and peer examples. I believe that most of the order of operations errors are the common mistakes that can be fixed easily.

methods for solving proportions and the 2 basic order of operations problems they received a S.

Pre-Assessment Results
45 40 35 30 STUDENTS 25 20 15 10 5 0 #1 #2 OUTCOMES #3 N L S

Students of Special Concern There are about 4-6 students for which I have special concerns. All of these students showed little to no evidence of understanding in all of the areas of this unit of exploring data patterns. A couple of the students struggle in every aspect of the class. The other students seem to just be having trouble with this units concept objectives. The students who need the most help will benefit from working in a group setting. This will allow for teacher instruction along with peer reinforcement of key concepts. Student for Learning Analysis The student that I picked for learning analysis is a student who has been a border line advanced/basic level student. Although this is an advanced class, past administration has allowed for a lower cut off in scores allowing more students to fill these classes. This means that there are students in the class who normally would not be in an advanced math class. This student that I chose is a girl who seems to struggle with the expected form of the class. Her parents will show her one way at home and we teach another way at school. She possesses the ability to retain key concepts but struggles to demonstrate this ability on performance based assignments. This student received an N on the first objective, and an L on the second two objectives. I know that she is capable of performing well in the class. This student may need to come in during lunch time recess for extra help if desired. I will be following her work and progress as closely as I can as the unit unfolds.

Monday

10/25 Tuesday *Wiki *W-U: none *Introduction to Thinking With Mathematical Models Book *Pre-Assessment *HW: Name and describe 2 professions that use data and patterns.

Unit Overview 10/26 Wednesday *Wiki *W-U: none *TWMM 1.1 Testing Bridge Thickness *Getting Ready 1.1 *Exploration 1.1 A-B *HW: TWMM 1.1 B, C, D

10/27 Thursday *Wiki *W-U: Proportion problem (scale factor) *TWMM 1.1 E *S 1.1 A-E (Groups present) *Scatter plot (approximately linear relationship) HW: TWMM 1 ACE #1, 7, 8 11/03 Thursday *Wiki *W-U: Comparison of TWMM 1.1 and 1.2 *TWMM 1.3 C-D *S 1.3 A-D *HW: TWMM 1 ACE #3

10/28 Friday *Wiki *W-U: Basic skills *QUIZ (Basic Skills) *HW: TWMM 1 ACE # 11, 12-15

10/31 Monday *Wiki *W-U: Proportion problem (cross product) *TWMM 1.2 Testing Bridge Lengths *Launch 1.2 *Exploration 1.2 A-E (groups) *HW: Finish TWMM 1.2 A, B

11/02 Wednesday *Wiki *Wiki *W-U: multi-step *W-U: Two-step equations solve and check (pouches and (fraction) coins) *TWMM 1.3 *TWMM S 1.2 A-B Custom *Exploration 1.2 Construction C-E (groups) Parts *S 1.2 A-E *Getting Ready (Groups present) Transparency 1.3 *Scatter plot *Launch 1.3 (approximately *Set-up 1.3 A inverse variation) *Exploration 1.3 *HW: TWMM 1 A-B (table ACE #2, 17, 19 partners) *HW: Finish TWMM 1.3 A-B

11/01 Tuesday

11/04 Friday *Wiki *Review for Quiz *QUIZ (1.1+1.2 table, equation, prediction, explanation)

11/07 Monday *Wiki *W-U: Inverse Variation (table, equation, graph) *WS 1-A (Beating up tables, equations, graphs, patterns) *HW: Finish WS 1-A

11/08 Tuesday *Wiki *W-U: Proportions (scale factor and cross product) *WS 1-A Discuss *HW: Create your own linear and inverse variation (table, equation, graph)

11/09 Wednesday HALF DAY NO 7th AM CLASSES

11/10 Thursday *Wiki *Discuss Quizzes (scrap) *In Class Review Session for TEST *HW: Study!!!

11/11 Friday *TWMM INVESTIGATION 1 TEST (End of Unit)

Culminating Activity At the end of the unit, students will take a paper and pencil post-assessment based on the objectives set out for the unit. They will use their knowledge and understanding from the units investigations and apply their new found learning on the test. The main objectives that they will be tested on are: linear relationship (table, equation, graph, explanation and predictions), multi-step equation solving and checking, proportions problems using cross product and scale factor, finally, order of operations. Rubric for Culminating Activity Students will be graded on multiple levels. Organized process and demonstration of steps for solving a problem, completeness and following directions, and correctness are all means of grading the students post-assessments. Each objective is graded as a part of the entire assessment.

Direct Lesson 10/25 Tuesday Topic: Introduction to Thinking With Mathematical Models textbook and Pre-Assessment Duration: 55 minutes Materials: pencil, red pen, TWMM book, math binders Standards/benchmarks: 8.F.2, 8.F.4, 8.F.5, 8.SP.3, 8.EE.7.b, 7.RP.1, 6.EE.3 Objectives: All unit objectives Purpose: Introduce new book and pre-assess unit objectives/outcomes Anticipatory Set: Read opening paragraphs in INV 1.1 pertaining to profession dealing with data pattern analysis Input: Explanation on main ideas that the unit covers Modeling: Discussion of pre-assessment, what to do, how to take the test Check for Understanding: Question and answer in class Guided Practice: Distribute pre-assessment Closure: Stress the importance of doing your best, not to guess Independent practice/Assessment: Homework: Name and explain two professions that use data patterns. Adaptations/differentiation: none

Cooperative Lesson 10/26 Wednesday Topic: TWMM 1.1 Testing Bridge Thickness Duration: 55 minutes Materials: Per group: 15 paper strips, 2 identical books, paper cup, 100 pennies, pencil, TWMM book, graph paper, ruler Standards/benchmarks: 8.F.2, 8.F.4, 8.F.5, 8.SP.3 Objectives: Explain how the thickness of the beam is related to its strength. Describe variables that might affect the strength of the bridge. Define what it means for the bridge to collapse. Compare and explain results and predictions as well as differences and similarities in patterns. Create a graph from a table to illustrate the relationship in bridge strength vs. breaking weight. Purpose: To explore the relationships between variables and use data patterns to make predictions in a linear fashion. Anticipatory Set: Have you ever walked across a shaky bridge and wondered if it would hold your weight? Do you get nervous when you are on a bridge and a heavy semi truck or bus crosses at the same time? How do you think engineers know how much a bridge can hold or not? Social Objective: To be more aware in your world of your surroundings and realize how the simple experiment of bridge thickness can relate commonly to your own life. Face to face interaction: This exists when students assist and support one anothers efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. For example, in trying to find the data pattern, one student may help another see a trend. Positive interdependence: The task must be structured so that members of the group sink or swim together; one member cannot succeed at the expense of others. Each of the members plays a pivotal role in the success of their group. The experiment will not succeed without everyone being on task. (Supplier, Counter/Dropper, Recorder, Folder) Individual accountability: This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group.

Group accountability: The entire group must present their data and findings in front of the class together. This is where all of their pieces will come together as one. Check for Understanding: Walk around groups while experimenting to see if they are on task and grasping the concepts. Are they recording their data? Are they following correct procedure? Do they see any trends? Guided Practice: TWMM 1.1 A-B Closure: Continue to practice looking for trends in your homework and present your data in a manner in which you can identify patterns. Independent practice/Assessment: TWMM 1.1 B, C, D Adaptations/differentiation: Lower level learning students grouped with higher level learning students. There was opportunity for kinesthetic, auditory and visual learning in this lesson.

Cooperative Lesson 10/27 Thursday Topic: TWMM S 1.1 Testing Bridge Thickness Duration: 55 minutes Materials: pencil, red pen, W-U spiral, HW, Per group: 6 paper strips, 2 identical books, paper cup, 100 pennies, pencil, TWMM book, graph paper, ruler Standards/benchmarks: 7.RP.1, 8.F.2, 8.F.4, 8.F.5, 8.SP.3 Objectives: Determine unit rates and apply solutions in real life problems Use an organized process and scale factor and cross product to set up and solve proportions Explain how the thickness of the beam is related to its strength. Describe variables that might affect the strength of the bridge. Define what it means for the bridge to collapse. Compare and explain results and predictions as well as differences and similarities in patterns. Create a graph from a table to illustrate the relationship in bridge strength vs. breaking weight. Purpose: To continue to explore the relationships between variables and use data patterns to make predictions in a linear fashion. Anticipatory Set: What do you think will happen if your bridge thickness is increased to 6 layers? Social Objective: To be more aware in your world of your surroundings and realize how the simple experiment of bridge thickness can relate commonly to your own life. Face to face interaction: This exists when students assist and support one anothers efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. For example, in trying to find the data pattern, one student may help another see a trend. Positive interdependence: The task must be structured so that members of the group sink or swim together; one member cannot succeed at the expense of others. Each of the members plays a pivotal role in the success of their group. The experiment will not succeed without everyone being on task. (Supplier, Counter/Dropper, Recorder, Folder) Individual accountability: This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group.

Group accountability: The entire group must present their data and findings in front of the class together. This is where all of their pieces will come together as one. Check for Understanding: In class question and answer. The teacher or students can ask each group questions while they are presenting. This will allow for true understanding of what kind of trends and patterns took place in the experiment as well as clear up any misconceptions. Guided Practice: TWMM 1.1 E Closure: Summary of investigation 1.1. Compare your groups results and predictions with others. What similarities and differences do you see? For each layer added to the bridge, what kind of trend do you notice is taking place? Independent practice/Assessment: TWMM 1 ACE #1, 7, 8 Adaptations/differentiation: Those students with lower learning levels were grouped with higher learning level students. There was opportunity for kinesthetic, auditory and visual learning in this lesson.

Cooperative Lesson 10/27 Thursday Topic: TWMM S 1.1 Testing Bridge Thickness Duration: 55 minutes Materials: pencil, red pen, W-U spiral, HW, Per group: 6 paper strips, 2 identical books, paper cup, 100 pennies, pencil, TWMM book, graph paper, ruler Standards/benchmarks: 7.RP.1, 8.F.2, 8.F.4, 8.F.5, 8.SP.3 Objectives: Determine unit rates and apply solutions in real life problems Use an organized process and scale factor and cross product to set up and solve proportions Explain how the thickness of the beam is related to its strength. Describe variables that might affect the strength of the bridge. Define what it means for the bridge to collapse. Compare and explain results and predictions as well as differences and similarities in patterns. Create a graph from a table to illustrate the relationship in bridge strength vs. breaking weight. Purpose: To continue to explore the relationships between variables and use data patterns to make predictions in a linear fashion. Anticipatory Set: What do you think will happen if your bridge thickness is increased to 6 layers? Social Objective: To be more aware in your world of your surroundings and realize how the simple experiment of bridge thickness can relate commonly to your own life. Face to face interaction: This exists when students assist and support one anothers efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. For example, in trying to find the data pattern, one student may help another see a trend. Positive interdependence: The task must be structured so that members of the group sink or swim together; one member cannot succeed at the expense of others. Each of the members plays a pivotal role in the success of their group. The experiment will not succeed without everyone being on task. (Supplier, Counter/Dropper, Recorder, Folder) Individual accountability: This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group.

Group accountability: The entire group must present their data and findings in front of the class together. This is where all of their pieces will come together as one. Check for Understanding: In class question and answer. The teacher or students can ask each group questions while they are presenting. This will allow for true understanding of what kind of trends and patterns took place in the experiment as well as clear up any misconceptions. Guided Practice: TWMM 1.1 E Closure: Summary of investigation 1.1. Compare your groups results and predictions with others. What similarities and differences do you see? For each layer added to the bridge, what kind of trend do you notice is taking place? Independent practice/Assessment: TWMM 1 ACE #1, 7, 8 Adaptations/differentiation: Those students with lower learning levels were grouped with higher learning level students. There was opportunity for kinesthetic, auditory and visual learning in this lesson.

Cooperative Lesson 10/31 Monday Topic: TWMM 1.2 Testing Bridge Length Duration: 55 minutes Materials: Per group: 5 paper strips (4,6,8,9,11), 2 identical books, paper cup, 100 pennies, pencil, TWMM book, graph paper, ruler Standards/benchmarks: 8.F.2, 8.F.4, 8.F.5, 8.SP.3 Objectives: Explain how the bridge length affects the strength. Create an equation to illustrate their data and show patterns of bridge strength. Describe the relationship between length and strength and the rate of change in each. Interpret values from their tables to explain bridge strength. Create a graph from a table to illustrate the relationship in bridge length vs. breaking weight. Purpose: To explore the relationships between variables and use data patterns to make predictions in a linear fashion. Anticipatory Set: What do expect will happen in this experiment? How do you think the bridge length will affect its strength? What do you expect the data to look like? Graph? Social Objective: To learn together to be more aware in the world of your surroundings and realize how the simple experiment of bridge length can relate commonly to your own life. Face to face interaction: This exists when students assist and support one anothers efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. For example, in trying to find the data pattern, one student may help another see a trend. Positive interdependence: The task must be structured so that members of the group sink or swim together; one member cannot succeed at the expense of others. Each of the members plays a pivotal role in the success of their group. The experiment will not succeed without everyone being on task. (Supplier, Counter/Dropper, Recorder, Folder) Individual accountability: This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group. Group accountability: The entire group must present their data and findings in front of the class together. This is where all of their pieces will come together as one.

Check for Understanding: Walk around groups while experimenting to see if they are on task and grasping the concepts. Are they recording their data? Are they following correct procedure? Do they see any trends? Guided Practice: TWMM 1.2 A-B Closure: Continue to practice looking for trends in your homework and present your data in a manner in which you can identify patterns. Independent practice/Assessment: TWMM 1.2 A-B Finish Adaptations/differentiation: Lower level learning students grouped with higher level learning students. There was opportunity for kinesthetic, auditory and visual learning in this lesson.

Cooperative Lesson 11/01 Tuesday Topic: TWMM S 1.2 Testing Bridge Length Duration: 55 minutes Materials: pencil, TWMM book, HW, graph paper, ruler Standards/benchmarks: 8.EE.7.b, 8.F.2, 8.F.4, 8.F.5, 8.SP.3 Objectives: Evaluate multi-step equations, use additive inverse, commute like terms, combine like terms, apply properties of equality, find a solution. Check your solution, write the given, substitute your solution, solve using order of operations, check for reflexive property. Create a graph from a table to illustrate the relationship in bridge strength vs. breaking weight. Interpret data on a graph involving the length, thickness and weight. Describe the shape of the graph as linear or nonlinear. Describe the relationship between bridge length and breaking weight. Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change. Purpose: To summarize the relationships between variables and to use data patterns to make predictions in a linear fashion. Anticipatory Set: Weve now tested both bridge thickness and length in terms of breaking weight, what have we discovered as future engineers? Is there an advantage to building one way or another? Social Objective: To learn together to be more aware in the world of your surroundings and realize how the simple experiment of bridge length can relate commonly to your own life. Face to face interaction: This exists when students assist and support one anothers efforts to learn. This occurs as students actively teach one another to solve problems and understand concepts. For example, in trying to find the data pattern, one student may help another see a trend. Positive interdependence: The task must be structured so that members of the group sink or swim together; one member cannot succeed at the expense of others. Each of the members plays a pivotal role in the success of their group. The experiment will not succeed without everyone being on task. (Supplier, Counter/Dropper, Recorder, Folder)

Individual accountability: This prevents a member from getting a free ride on the work of others and prevents low quality of work being accepted from an individual by peers in the group. Group accountability: The entire group must present their data and findings in front of the class together. This is where all of their pieces will come together as one. Check for Understanding: Each group summarizes their data in front of the class. What trends did we find? Any variables play a role? What relationship do these experiments mimic? Guided Practice: TWMM 1.2 C-E Closure: Now we have the knowledge to see a bridge and understand what it takes to build a strong, trustworthy bridge. Look for other aspects in life where data analysis could lead you to make further predictions. Independent practice/Assessment: TWMM 1 ACE #2, 17, 19 Adaptations/differentiation: Lower level learning students grouped with higher level learning students. There was opportunity for kinesthetic, auditory and visual learning in this lesson.

Indirect Lesson 11/02 Wednesday Topic: TWMM 1.3 Custom Construction Parts Duration: 55 minutes Materials: pencil, red pen, HW, W-U spiral, ruler, graph paper, TWMM book Standards/benchmarks: 8.EE.7.b, 8.F.2, 8.SP.3 Objectives: Evaluate multi-step equations, use additive inverse, commute like terms, combine like terms, apply properties of equality, find a solution. Check your solution, write the given, substitute your solution, solve using order of operations, check for reflexive property. Compare and explain results and predictions as well as differences and similarities in patterns. Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change. Purpose: To have students identify patterns and trends taking place in a problem. To be able explain what kinds of relationship is taking place (linear or non-linear). Anticipatory Set: Getting Ready 1.3. How many rods would there be in a 7 foot beam? Can you draw what that would look like? How about for a stair case design? Opportunity for exploration, patterns and understandings: Discussing and exploring the data pattern differences from the long beam build to the stair case frame build. Are their relationships similar? Metacognition (reflection) opportunity: What are the common trends we see taking place? How can our tables and graphs help to show patterns? Opportunity to apply learning: TWMM 1.3 A-B Check for understanding: Questions? Comments? Concerns? Ask your neighbor? Assessment: TWMM 1.3 A-B Finish Closure: Continue to look for the trends of the two different designs. Look for different types of relationships to unfold or reveal themselves as you draw more beams. Adaptations/differentiation: none

Indirect Lesson 11/02 Wednesday Topic: TWMM 1.3 Custom Construction Parts Duration: 55 minutes Materials: pencil, red pen, HW, W-U spiral, ruler, graph paper, TWMM book Standards/benchmarks: 8.EE.7.b, 8.F.2, 8.SP.3 Objectives: Evaluate multi-step equations, use additive inverse, commute like terms, combine like terms, apply properties of equality, find a solution. Check your solution, write the given, substitute your solution, solve using order of operations, check for reflexive property. Compare and explain results and predictions as well as differences and similarities in patterns. Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change. Purpose: To have students identify patterns and trends taking place in a problem. To be able explain what kinds of relationship is taking place (linear or non-linear). Anticipatory Set: Getting Ready 1.3. How many rods would there be in a 7 foot beam? Can you draw what that would look like? How about for a stair case design? Opportunity for exploration, patterns and understandings: Discussing and exploring the data pattern differences from the long beam build to the stair case frame build. Are their relationships similar? Metacognition (reflection) opportunity: What are the common trends we see taking place? How can our tables and graphs help to show patterns? Opportunity to apply learning: TWMM 1.3 A-B Check for understanding: Questions? Comments? Concerns? Ask your neighbor? Assessment: TWMM 1.3 A-B Finish Closure: Continue to look for the trends of the two different designs. Look for different types of relationships to unfold or reveal themselves as you draw more beams. Adaptations/differentiation: none

Direct Lesson 11/07 Monday Topic: WS 1-A Continuing to find the patterns Duration: 55 minutes Materials: pencil, red pen, TWMM book, math binders Standards/benchmarks: 8.SP.3 Objectives: Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change. Purpose: To continue to reinforce the ability to find trends in data by creating tables and graphs. Anticipatory Set: W-U: Inverse Variation (table, equation and graph) Input: Lecture: discuss W-U and HW Modeling: Critical aspects of data trends are reiterated here and students engage in problem solving on their work sheets. Check for Understanding: Raise your hand if you have any concerns? Guided Practice: WS 1-A Closure: Ask yourself if you can explain what is happening in each table of data. If not, look back over your beat-ups to find the pattern. Independent practice/Assessment: WS 1-A #1-2 Finish Adaptations/differentiation: Those students who needed further reinforcement received the help during the teacher walk around.

Direct Lesson 11/08 Tuesday Topic: S WS 1-A Continuing to find the patterns Duration: 55 minutes Materials: pencil, red pen, TWMM book, math binders Standards/benchmarks: 7.RP.1 , 8.SP.3 Objectives: Determine unit rates and apply solutions in real life problems Use an organized process and scale factor and cross product to set up and solve proportions Interpret the rate of change in a linear relationship involving data Explain the y-intercept and its meaning in terms of relationship with the data. Extend patterns in tables of data. Compare patterns in change. Purpose: To continue to reinforce the ability to find trends in data by creating tables and graphs. Anticipatory Set: W-U: Proportion problem solving (scale factor and cross product) Input: Lecture: discuss W-U and HW Modeling: Critical aspects of data trends are reiterated here and students engage in problem solving on their work sheets. Check for Understanding: Raise your hand if you have any concerns? Guided Practice: WS 1-A continued to #3 Closure: Ask yourself if you can explain what is happening in each table of data. If not, look back over your beat-ups to find the pattern. Independent practice/Assessment: Create your own linear and inverse variation table, equation and graph. Be able to explain each relationship. Adaptations/differentiation: Those students who needed explanation of each linear and inverse variation relationship were given Promethean examples in the form of white boards notes.

Post-Assessment Students were given a paper and pencil pre-assessment that assessed them on 3 main objectives. They were given score of N, L or S for each objective. N = no evidence of understanding, L = limited understanding and S = substantial understanding. 3 Key Objectives: 1. Students will be able to demonstrate 4 types of understanding of a linear relationship by beating up a table, finding an equation, graphing and explaining the equation and predicting future patterns. 2. Students will be able to show understanding of the multi-step equation process through solving and checking 2 problems in an organized process. 3. Students will be able to exhibit their knowledge of the 2 methods for solving proportions learned in class and complete 2 basic order of operations problems. Objective #1 N = 0 out of 4 types of understandings of a linear relationship demonstrated correctly L = 2 out of 4 types of understandings of a linear relationship demonstrated correctly S = 3 or 4 out of 4 types of understandings of a linear relationship demonstrated correctly Objective #2 N = 0 out of 2 multi-step equations solved correctly Objective #3 N = 0 out of 4 proportions and order of operations solved correctly L = 2 out of 4 proportions and order of operations solved correctly S = 3 or 4 out of 4 proportions and order of operations solved correctly

L = 1 out of 2 multi-step equations solved correctly

S = 2 out of 2 multi-step equations solved correctly

Student Summary of Post-Assessment Information Student Number #1 Demonstrate 4 #2 Show #3 Exhibit their types of understanding of the knowledge of the 2 understanding of a multi-step equation methods for solving linear relationship process through proportions learned (beating-up table, solving and checking in class and complete equation, graphing 2 problems in an 2 basic order of and explaining and organized process operations problems predictions) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 S S S S S S S S S S S S S S S L S S S S S S S S L S S S S S S S S S S S S S S S S S S S S S S S S S S S L S L L L L S S S S S S S S S S S S S S S S S S S S S S S S L S L S S S S S S S S S S S L S S L L L S S S

36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

S S S S S S S S S S S S S S S S

S S S S S S S S S S S S S S S S

S S S L L L S S S L L L S S S L

Post-Assessment Group Analysis of Student Learning Objective/Outcome Assessment Strategy Summary of Results 1. Students will be able to Students were given a paper None of the 51 students demonstrate 4 types of and pencil assessment and received a N. 2 out of the understanding of a linear asked to demonstrate 4 types 51 students received a L. relationship by beating up a of understanding of a linear This means all of the students table, finding an equation, relationship. were at least able to illustrate graphing and explaining the If the student received a 0 out some key types of recognizing equation and predicting future of 4, demonstrating none of a linear relationship. A patterns. the 4 types of understanding staggering 49 out of 51 of a linear relationship students received a S. This correctly, they received an shows that almost the entire N. class was able to demonstrate If the student received a 2 out 4 types of understanding of a of 4, demonstrating only 2 linear relationship. types of understanding of a linear relationship, they received an L. If the student received a 3 or 4 out of 4, demonstrating 3 or 4 of the 4 types of understanding of a linear relationship correctly then the student received an S.

Post-Assessment Group Analysis of Student Learning Objective/Outcome Pre-Assessment Strategy Summary of Results 2. Students will be able to Students were given a paper None of the 51 students show understanding of the and pencil assessment. The received a N. 5 out of the multi-step equation process students were asked to show 51 students received a L. through solving and checking understanding of the multiThis means all of the students 2 problems in an organized step equation process were at least able to show process. through solving and checking some understanding of the 2 problems in an organized multi-step equation process process. but maybe made a simple If the students received a 0 error when solving or out of 2, showing no correct checking. Finally, 46 out of 51 solving and checking of the students received a S. This multi-step process they shows that almost the entire received an N. class was able to show If the students received a 1 understanding of the multiout of 2, showing 1 correct step equation process. way of solving and checking of the multi-step process they received an L. If the students received a 2 out of 2, showing 2 correct ways of solving and checking of the multi-step process they received an S.

Post-Assessment Group Analysis of Student Learning Objective/Outcome Pre-Assessment Strategy Summary of Results 3. Students will be able to Students were given a paper None of the 51 students exhibit their knowledge of the and pencil assessment. They received a N. 13 out of the 2 methods for solving had to exhibit their 51 students received a L. proportions learned in class knowledge of the 2 methods This means all of the students and complete 2 basic order of for solving proportions were at least able to exhibit operations problems. learned in class and complete some of their knowledge of 2 basic order of operations solving proportions and basic problems. order of operations problems. If the student received a 0 out Finally, 33 out of 51 students of 4, exhibiting no knowledge received a S. This shows an of the 2 methods for solving increase in students being proportions or the 2 basic able to exhibit their order of operations problems knowledge of solving they received an N. proportions and basic order If the student received a 2 out of operations problems. of 4, exhibiting 2 correct examples of exhibiting knowledge of the 2 methods for solving proportions or the 2 basic order of operations problems they received a L. If the student received a 3 or 4 out of 4, exhibiting 3 or 4 correct examples of exhibiting knowledge of the 2 methods for solving proportions and the 2 basic order of operations problems they received a S.

Pre vs. Post-Assessment Results

50 45 40 35 STUDENTS 30 25 20 15 10 5 0 #1 Pre #2 Pre #3 Pre #1 Post #2 Post #3 Post OUTCOMES 8 4 0 0 8 5 2 0 0 18 15 13 32 25 33 43 49 46

N L S

Summary Statement for Student Learning There was evidence of student learning in all three areas that were assessed. The first objective was for students to be able to demonstrate four types of understanding of a linear relationship by beating up a table, finding an equation, graphing and explaining the equation and predicting future patterns. Two students moved from no understanding to limited understanding and forty-nine students moved from either no/limited understanding to sufficient understanding. There were also substantial gains in the second objective, which was students will be able to show understanding of the multi-step equation process through solving and checking two problems in an organized process. The four students that had no understanding moved up to at least a limited understanding. Substantial understanding increased greatly; having forty-six out of fifty-one students received a S. This shows that almost the entire class was able to show complete understanding of the multi-step equation process. The third objective was to have students be able to exhibit their knowledge of the two methods for solving proportions learned in class and complete two basic order of operations problems. Not a single student failed this objective. Thirteen out of the fifty-one students could at least master some of this objective. Those students may have missed one proportion and one order of operations problem each. Finally, thirty-three out of the fifty-one students had substantial understanding of this objective. This figure increased from only eighteen students prior to the unit.

Individual Analysis The following analysis is about a student in the seventh grade advanced math class. For privacy purposes her name has been changed to Lilly. Prior to the start of the unit, Lilly received an N on the first objective, and an L on the second two objectives. After the unit, Lilly received an S in all three objectives. Lilly has made tremendous progress throughout the unit. Just as I had expected, she was a very smart girl and simply struggled with format. I believe that she truly grasped the concepts demonstrated and practiced in class and outperformed many of her peers on the final assessment. Lillys parents at home put a lot of stress on her to succeed. She comes from a very smart family who is used to exceeding expectations. I met Lillys parents at conferences and they seemed to give me the impression that she is the oddball of the family. Her parents tried to show her their way of doing the math at home. I believe that this type of negative reinforcement was only hurting Lillys confidence when it came to math. During walk around homework checks, Lilly always seemed to be discombobulated. Her format on her homework was always different from that demonstrated in class. Her learning style required constant and consistent visual modeling and practice. I presented the unit in many different forms to accommodate Lilly and other students. Students had to opportunity to learn through kinesthetic, visual and auditory means. Modeling what was expected was a must, especially for Lilly. In class, I made sure to demonstrate an activity before having the students break out into groups. I think that this really helped to assist in the smooth transition from experimenting to analyzing of data patterns to learning. I placed Lilly in a group where she could be successful and have many opportunities to speak up and play her role as a learner. She seemed to really participate and be active in a group setting where she would normally shun away. The social interaction is crucial for students at this age as they learn to develop common social skills. For Lilly, the opportunity to hone these skills was imperative. It was fun to watch Lillys growth from no/limited understanding to substantial understanding of all three of the unit objectives. Her final assessment was spectacular and demonstrated a strong understanding of the material. I believe the more opportunity Lilly has to grow as a learner the more she will succeed. She matured in her learning skills so greatly over one unit and I have no doubt she will grow to do the same in her future schooling efforts.

Reflection and Self Evaluation The class had gains in all three objectives in this unit but showed the most significant gains in objectives one and two. I am very pleased with the class results because understanding was so limited based on the pre-assessment. In all three objectives combined, approximately twenty-six percent of the class showed substantial understanding in the pre-assessment. The post-assessment results proved significant when nearly eighty-four percent of the class demonstrated substantial understanding of the objectives. In the first objective students had to exhibit their understanding of a linear relationship in four ways through a table, equation, graph and predictions. This objective was the brunt of the unit. Only eight of fifty-one students (sixteen percent) had shown any understanding of this objective based on pre-assessment results. After the unit, forty-nine of fifty-one students (ninety-six percent) not only showed understanding but the objective was substantially understood. This significant increase in student learning was a very pleasing fact as a teacher. The success can be credited to the students efforts towards mastering the learning objectives for the unit. In teaching this unit, there were aspects under my control and some that were not. I tried to provide the students opportunities for success to take place. I presented the unit in a manner to accommodate a variety of learning styles. Students were engaged kinesthetically, visually and acoustically. Students were able to make the connections from the hands on experiments to their learning of a linear relationship. The bridge strength activity allowed students to work in a cooperative environment to accomplish a common goal while having a fun time. The students had the least success in the learning objective in which they needed to exhibit knowledge of the two methods for solving proportions learned in class and complete two basic order of operations problems. The pre-assessment results of this objective showed eighteen out of fifty-one students (thirty-five percent) had substantial understanding. Thirty-three (sixtyfive percent) out of fifty-one students had substantial understanding base on the postassessment results. This outcome yielded the smallest increase (thirty-two percent) from pre to post substantial understanding. Students lack of success took place for a number of reasons, but there were only some aspects I could control as a teacher. It was my goal to educate and guide the students to higher learning. The three learning objectives all showed an increase in student learning but the third objective showed the least. Why did this objective yield the least change in understanding? In class we did multiple warm-up problems pertaining to this objective. The class had more opportunities in their ACE homework to practice in dealing with proportions. I believe the fault as a teacher came in the modeling process of solving a proportion. There needed to be more time spent showing the students exactly what was expected of them in terms of the process and format. The results from the post-assessment not only showed a lack of understanding of the general concept but also a lack of the correct form displayed by the students. The

opportunity to practice more modeling was something that I could control as a teacher. The second half of the objective involved solving a couple of basic order of operations problems. I had not spent much time reviewing this concept on purpose because I had assumed that the students gained enough understanding through one or two warm-up problems. Based on the post-assessment results, the students showed a glaring misunderstanding in the concept of subtracting negative numbers. The order of operations aspect was not necessarily the main issue of the objective, rather the concept of adding the opposite was the main struggle. I should have caught this from the warm-up question and answer class time. As a teacher I could have probed for more ideas or methods that students used in solving their own order of operation problems. Perhaps the students did not realize that they were even making this mistake at all. It might have benefited the students had I assigned some more practice in the area of subtracting negative numbers. Then at least we could have consulted on the answers and identified the areas that needed improvement in the students problem solving. My professional knowledge and experience has allowed me to look at this unit from a new perspective. As a teacher, I could understand the many factors that contributed to the students success or not. There were factors that were out of my control and some that I could control. My students were most successful in the areas where they had the most fun. This fun factor seemed to be based on the level of social involvement and hands on practice. The bridge experiment was a cooperative lesson that allowed for social interaction and active learning. The students responded on the post-assessment with a great increase in understanding. The lack of success took place in the third objective when the students had little to no social interaction and hands on experience. In order for student learning to have taken place, it had to be a meaningful experience by some aspect. It was clear to me as a teacher that my students enjoyed our experiment lessons and interacting with their peers in order to discover further patterns in data. Therefore, the students success or lack thereof can be contributed partially to my ability to have made the learning process a meaningful experience. In the future I could plan for more hands on, social activities to take place in a unit. Perhaps I could have provided further opportunity for learning to take place in a cooperative environment. This way a student would have been able to bounce more ideas around other students and possibly have helped to erase any misunderstandings. Student success is often times measured in the ability to perform on assessments. It was also important to take measure of student success during a lesson by interacting more in class. In order to have improved student success in the future I would have to adapt the unit to provide more of a social learning environment, along with individualized guided practice to help reinforce student success both during and after teaching the unit. Being a teacher was like coaching a team every day. My performance as a coach had a direct affect on my students learning and future performances. In having taught this unit I had to show up every day, prepared and ready for action. My students learning depended largely in part on my ability to facilitate an engaged classroom. I think that I provided ample opportunity for an active classroom experience through my bridge experiment and shape construction lessons. I walked around during group experiments and provoked higher level thinking through

soliciting questions from the students. When I planned the warm-ups to reach the three learning objectives for the unit I tried to think of ways to hook the students interest. I wrote some proportion problems with a Halloween twist. I used phone plans to try and engage the students in with proportions. I spent class time modeling multi-step equations and assigned a variety of ACE homework for extended practice. I tried to tie in my own interests and personality into each lesson because that was what made teaching and learning more meaningful. Students learning was greatly impacted by my ability to facilitate an engaging lesson. I think I did a good job in trying to gain student interest in the concepts from the unit and will continue to build on the idea of hooking student interest to help gain further understanding of future concepts. My unit experience has had a significant impact on my emerging professional attitudes, thinking and practice. I have learned that students needs and learning styles are unique in every way. I have also learned how difficult it can be as a teacher to stretch yourself in many different directions all at once, every single day. Students lives were all different, from sicknesses, to tardiness, behavior issues, field trips, religious holidays, family vacations, lack of sleep, substance abuse, athletics, extra-curricular activities and many more issues. All of these aspects were variables that solely involved the students. We did not yet take into account everyday issues in the life of a teacher. These were all things that made my teaching different and interesting. No two days were ever the same. I have gained a deeper respect for the profession and a better insight of a day in the life of a middle school teacher. There was a constant need for the skills of multi-tasking, organization, preparation and patience. As the semester progressed I felt more comfortable in my preparation and organization. My patience with the students grew in many areas. I became more conscious of the patience it took to plan a lesson, develop a unit, wait for students responses and help a student understand a concept. My attitude each day evolved from survive to a thrive mentality and my thinking became more clear and concise. I further learned to master my practice and to use my time wisely. I have grown in my ability to multi-task but would still like to improve greatly in this area. I specifically have planned to practice applying myself to certain tasks in a time most efficient and effective. When papers and quizzes will need to be graded and lessons need planning and late work entered into the computer, I will take steps in organizing myself so that I may achieve each task in a timely manner. I plan on creating multiple lists so that I may check off achievements one at a time and see what else needs to be done. The more practice I get at multi-tasking the better I will become as a teacher. I have truly enjoyed being a part of the lives of my students over the past semester. I hope that I have allowed my students the opportunity to have felt comfortable and eager enough to learn in the classroom. I feel that I have had a great opportunity to grow as a teacher through this unit and hope to continue to grow professionally in my field in the years to come.

List of Unit Teaching Materials Thinking With Mathematical Models: Linear and Inverse Variation textbook, Teachers Guide Math Binder, Warm-Up Spiral, pencil, and red pen Ruler and Graphing Calculator Elmo Overhead Projector Promethean Interactive White Board Per group: 15 paper strips (11 inches long), 2 identical books, paper cup, 100 pennies, graph paper Per group: 6 paper strips (11 inches long), 2 identical books, paper cup, 100 pennies Per group: 5 paper strips of lengths 4, 6, 8, 9, 11 inches, 2 identical books, paper cup, 100 pennies Pre-Assessment: Thinking With Mathematical Models: Investigation 1 Test Basic Skills Quiz Transparency 1.3 Custom Construction Parts Data Weekly Quiz Bridge Thickness and Bridge Length Experiments Additional Practice WS 1-A, 1-B, Check-Up Post-Assessment: Thinking With Mathematical Models: Investigation 1 Test Common Core State Standards for Mathematics

References/Resources Classpage - http://msdixon.berkshire.birmingham.k12.mi.us/modules/groups/integrated_home.phtml?gid=2 170397&sessionid=bd42e7282ed229119a854759844e3438 Cooperative Lesson: http://www.humboldt.edu/celt/tips/cooperative_learning_-_the_5_basic_elements/ Direct Lesson: http://www.aea11.k12.ia.us/prodev/subauthorization/strat2/strat2handout07.pdf Fey, Fitzgerald, Friel, Lappan, Phillips, Thinking With Mathematical Models: Linear and Inverse Variation. Connected Mathematics 2, Pearson Prentice Hall, Michigan State University, 2006. Michigan Common Core State Standards http://www.michigan.gov/documents/mde/7th_Math_357693_7.pdf Promethean Interactive White Board RM Easitech White Board Program Wiki - http://dixon11.wikis.birmingham.k12.mi.us/