M0010648

5/1/2015
11th and 12th Grade
College Algebra
MidAmerica Nazarene University
Curriculum Development and Assessment EDUC 4414

Table of Contents
Section 1: Contextual Analysis

Section 2: Learning Objectives

Section 3: Assessment Plan

13

Section 4: Design for Instruction

17

Section 5: Instruction Decision-Making

22

Section 6: Analysis of Student Learning

27

Section 7: Reflection and Self-Evaluation

31

Appendix A

33

References

40

Section 1: Contextual Analysis

Community
The high school that the practicum
student was assigned to is located in a rural
suburb town. The cities that the school is
associated with are home to about 22,000
people. The average cost of a home in the area
is about $160,000. The community is fifty two
percent male and forty eight percent female,
with the median age of the residents sitting at
thirty years old. The average household income in the city is about 63,000. Sixty percent of the
population is married, twenty-two percent has never been married and there is twelve percent of
the population that has been divorced. Eighty seven percent of the population is white, six
percent is Hispanic and two percent is African American and there is three percent that is of
mixed race, with two percent being Asian.

School
The high school serves 1,400 students daily
with fifty one percent male and forty nine
percent female. This location offers education to
grades nine twelve, with eighty three teachers
which is a seventeen to one student to teacher
ratio. Currently the highest total for students in
class is held by the current freshman class and it
steadily declines to the senior class that is just over three hundred students. The school has a
diversity ratio of .32 with eighty two percent of the school being white, nine percent being
Hispanic, three percent being African American, one percent Asian and there is five percent of
the student population is of mixed ethnic and racial backgrounds. The school consists of twenty
four percent of the enrollment that is eligible for free lunch while and extra ten percent is eligible

for reduced lunch.

Classroom
The classroom is located on the second floor of the building and has thirty desks in it. The class
that the teacher has that the practicum student observes has fifteen students in it. There is an
overhead projector that is used for the majority of the teaching. There is an eight by four white
board and there is a ten by four blackboard, but due to the classroom design there is no access to
the blackboard. The room has four cabinets for storage that holds supplies, textbooks, and all
classroom resources. There is a computer in the front of the classroom that the teacher has access
to, there are no computers for the students in the classroom. Although there is a laptop cart that
can be rented. There is a classroom set of scientific calculators that the students are allowed to
use during classroom and school time activities but are not allowed to take them home without

permission from the teacher. Most of the students have a personal calculator. The desks are
arranged in rows and columns facing the front of the classroom. The walls are covered with math
cartoons and motivational posters and there is a corner that is dedicated to the athletes that the
teacher has worked with in the past as he is an athletic coach on campus. There are two desks the
teacher uses for personal use; one holds his computer and an overhead scientific calculator
monitor, while the other holds file folders for work needing to be passed out. There are also two
file cabinets that store all of the lessons and materials and notes that are going to be used
throughout the year. Behind the desks are two shelves that are organized by classroom that holds
the work that is being done in the unit.
Knowledge of Characteristics of Students
There are fifteen students in the classroom, with six females and nine males. There are seven
athletes in the classroom and one student that is involves with the band. As a whole the students
are an extremely quiet but bright group. The class consists of nine seniors and six juniors, with
seven students taking the course for college credit. There is one foreign exchange student that is
from Finland, which causes a slight language barrier but she speaks and understands English.
There are some cases where she needs to pull out a translator or may need some more instruction
and examples for her to comprehend what the teacher is asking of her.
Knowledge of Students Varied Approach to Learning
The students learn the most efficiently through lecture. There is not much group work or
individual time in class to work on projects and assignments, but the students work very well
with class period lectures. Most students have already taken some of the material in previous
classes so they are extremely familiar with the information being taught to them. The material
goes into more depth and challenges the students across the board from the most gifted students

in the class to those students who still need some more work to reach their full potential.
Motivation is slightly lacking, especially in the seniors that are taking the class just for high
school credit and are doing what they need to pass high school. Through class conversations
seven of the nine students have explicitly said that they have plans to go to college to further
their education, there have been no students that have said that there is no interest in attending
college.
Knowledge of Students Skills and Prior Learning
These students are all upperclassmen and are either taking this class for college credit or
for the credit to graduate. There is a clear difference in the motivation of the students, those that
are taking it for college credit take it very seriously and those that are not their effort varies. Most
of the material has already been covered in previous classes but not to the depth and degree that
this class reaches. For the most part students will only need a refresher to recall the material due
to the students prior experience if they were in the school for their earlier years. For those
students that may have transferred in then there is not a guarantee that all of the material would
have been covered previously.
Implications for Classroom
With this knowledge for the students it will be extremely important to provide motivation
for the students. Students will work ahead when they can because they know the material and
will want to finish the work. The teacher will need to keep the students on task and working on
the same page. With the class not used to working in groups or having any other instruction other
than a lecture for the fourth lesson that involves an activity it will be important to provide
structure and rationale for the project. This is also the first class of the day so students roll in late

and are eating breakfast and not completely paying attention so it will be important to have a
something to grab their attention to start the lesson.
Two students
Student one is an extremely gifted student who has the best grade in the class and is also
a part of the athletic teams on campus. Student one likes to work ahead and be on task but is not
very vocal when it comes to any classroom discussion. The student communicates well with
fellow classmates when class is over and seems to be pretty popular.
Student two is a foreign exchange student who has a slight language barrier. This student
requires more explanation for the material to click. But with a little extra attention the student
usually is able to figure out the method and the material. This student sits in the middle of the
grade book and tries very hard.

Section 2:

The students will be tested on their knowledge and understanding of the concepts dealing
with systems of linear equations and inequalities. The goal of the unit will to see the students
grow in their understanding of the material and understand when to use the different forms of
solving systems and to have them master the content with 80% accuracy. The students will work
with word problems that have real world applications that will deal with anything from business,
leisure, and investments. The students will also learn the five different methods that solve
systems of linear inequalities and equations.
Lesson 1:
The solutions of an equation in one variable form a set of numbers; the solutions of an equation
in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate
plane. Two or more equations and/or inequalities form a system. A solution for such a system
must satisfy every equation and inequality in the system. An equation can often be solved by
successively deducing from it one or more simpler equations. For example, one can add the same
constant to both sides without changing the solutions, but squaring both sides might lead to
extraneous solutions. Strategic competence in solving includes looking ahead for productive
manipulations and anticipating the nature and number of solutions.
Demonstrate understanding of word relationships and nuances in word meanings.
Rationale:
Lesson one will be an introduction and review depending on the classes that the students
have previously taken. The students will have already worked throuhg a pretest for the teacher to
assess and teach the students properly. The lesson will be given in lecture and homework
assignment form. The students will work with the subsitution method that satisfies the state

objective given. The studnets will work to become extremely familiar with working with the
mehthod of substituion with a system of two variables.
Lesson 2:
The solutions of an equation in one variable form a set of numbers; the solutions of an equation
in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate
plane. Two or more equations and/or inequalities form a system. A solution for such a system
must satisfy every equation and inequality in the system. An equation can often be solved by
successively deducing from it one or more simpler equations. For example, one can add the same
constant to both sides without changing the solutions, but squaring both sides might lead to
extraneous solutions. Strategic competence in solving includes looking ahead for productive
manipulations and anticipating the nature and number of solutions.
Demonstrate understanding of word relationships and nuances in word meanings.
Rationale:
The second lesson will build off of the ideas that the students will have previsously
learned in the previous lesson as well as the lessons that they have had in their past. The lesson
will be given in lecture and homework assignment form. The lesson will stick with two variables
systems of equations but will focus on the elimiatino method, this method is more specific and
will only work on certain types of systems. Just as lesson one, lesson two will fulfill the
requirements stated in the state standards.
Lesson 3:
The solutions of an equation in one variable form a set of numbers; the solutions of an
equation in two variables form a set of ordered pairs of numbers, which can be plotted in the
coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a

system must satisfy every equation and inequality in the system. An equation can often be solved
by successively deducing from it one or more simpler equations. For example, one can add the
same constant to both sides without changing the solutions, but squaring both sides might lead to
extraneous solutions. Strategic competence in solving includes looking ahead for productive
manipulations and anticipating the nature and number of solutions.
Demonstrate understanding of word relationships and nuances in word meanings.
Rationale:
The third lesson will also include systems of equaitons but this lesson will introduce a
third variable. The lesson will be given in lecture and homework assignment form. The process
that is used to solve a three variable system is called gaussian elimination, it is a combination of
the two previous lessons so the lessons continue to build off of each other. This lesson alligns
with the state standards by the process of the students being able to solve sytems of two or more
variables, in this case a three variable system using a combination of all methods.
Lesson Four:
The solutions of an equation in one variable form a set of numbers; the solutions of an
equation in two variables form a set of ordered pairs of numbers, which can be plotted in the
coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a
system must satisfy every equation and inequality in the system. An equation can often be solved
by successively deducing from it one or more simpler equations. For example, one can add the
same constant to both sides without changing the solutions, but squaring both sides might lead to
extraneous solutions. Strategic competence in solving includes looking ahead for productive
manipulations and anticipating the nature and number of solutions.
Demonstrate understanding of word relationships and nuances in word meanings.

Rationale:
The fourth and final lesson will be a two part lesson. The first part will be a lecture over
solving systems of inequalities, similar procces will be used to solve these systems from previous
lesssons. The second part of the lesson will be a real world application of the use of systems of
inequalities in the real world. We see systems everyday but we do not realize it, so the students
will work throuhg three real world application problems individually and then work in groups to
solve the problems as a group to see how the students worked throuhg each piece of the real
world application. The students will also have homework given from this lesson but the students
main task will be working on the real world application project. It is important for students to see
how and why they need to know the material that we are working with. So when preparing this
lesson the students will take a trip to the mall and have a budget and perchase different items.
The students will be interested in the material because the teacher will have developed a
relationship with the studets to see what types of things that the students are interested in.

Section Three: Assessment plan

Objectives
TSWBAT solve systems of

Assessment
Formative Formal

Modification/Accomodation
The lessons were modified

equations with two variables

The students will receive

based on the information

with the substitution method

eighteen homework problems

gathered from the pretest. The

with 80% accuracy.

and they will take a quiz over

students did well on this

The students will be able to

this material after the second

section on the pretest so this

describe verbally and via the

lesson has finished. The

section the teacher provided

work done that they

homework will check for

some more challenging

understand the substitution

understanding and provide the

examples to present to the

steps and processes to solving

teacher an opportunity to

students. Student two will

two variable systems.

follow up with the students to

need a translator ready as well

answer any questions that they

as more time to complete the

have. The quiz will allow for

notes, student one will need to

the students the opportunity to

help lead class discussion.

present what they have

learned in the lesson so far.
This correspondes directly

with the opjective in checking

to see if the students are able
to master the substituition
TSWBAT solve systems of

method.
Formative Formal

The students did not preform

equations with two variables

The students will receive

as well on this section of the

with the method of

twenty-one homework

pretest so it required more of a

elimination with 80%

problems for them to complete basic to difficult approach so

accuracy.

by the next class session, there

that the students can

The students will be able to

will also be a quiz that will be

understand the concept.

describe verbally and via the

given the next day to check

Student two will need a

work done that they

for understanding. This

translator ready as well as

understand the substitution

correspondes directly with the

more time to complete the

steps and processes to solving

opjective in checking to see if

notes, student one will need to

two variable systems.

the students are able to master

help lead class discussion.

TSWBAT solve systems of

the elimination method.

Formative Formal

This section required a great

equations with multiple

The students will receive

deal of examples so the

variables with the row

homework that will give the

students can see how these

operations method with 80%

students independent practice

systems work and how to

accuracy.

and allow for them to work

solve systems with three

The students will be able to

through problems to see if

variables. By giving the

describe verbally and via the

there is any material that

students more examples they

work done that they

needs to be gone over the

will be able to understand the

understand the substitution

following day. There will also

concept with greater depth.

steps and processes to solving

be a test that is given with all

Student two will need a

multiple variable systems.

of the sections from the

translator ready as well as

chapter on it. This

more time to complete the

correspondes directly with the

notes, student one will need to

opjective in checking to see if

help lead class discussion.

the students are able to master

TSWBAT solve systems of

the row operations method.

Formative Formal

The students have not had

inequalities with multiple

The students will work on a

much experience with an

variables with any method and

project that involves real

activity so the students might

graph them with 80%

world application that allows

not take to the application

accuracy.

for the teacher to see the

project very well. This is a

The students will be able to

students in live action. The

necessary project to see the

describe verbally and via the

students will also be tested on

students apply math to real life

work done that they

the material from the entire

and allow for them to realize

understand the substitution

chapter. This correspondes

that they do this type of math

steps and processes to solving

directly with the opjective in

in everyday life. Student two

and graphing multiple variable

checking to see if the students

will need a translator ready as

inequalities.

are able to master the

well as more time to complete

inequality graph method.

the notes, student one will

need to help lead class
discussion.

Rationale:
Lesson one
The students are very used to a structured class, it is a college level class that most of the
students are taking for college credit so the teacher did not want to disturb the flow of the class in
the first time being in front of the class as their techer. The teacher wants to create an even flow
of transition from their normal teacher. The homework is assigned from the college so there was
not altering that assignment as well as the quizes that are provided from the college. The students
take very well to lecture and they feel as though it is the best means of instruction for learning.
Lesson two
With one section under the teacher belt the teacher wants to continue to teach to what the
students want. In the teacher s time with the cooperating teacher there has been no other type of
lesson than lecture. The cooperating teacher has attempted to make the students work on a
project based learning or problem based learning activity, but the students do not seem to be
enganged and learn as well from this type of assignment so the teacher will stick with the lecture
and provided homework assignement.
Lesson three
To start the class there will be a quiz given over the first two sections from the chapter.
Lesson three will be another lecture and homework based assesment. The students will work
through problems as a class during the lecture and the students will be alloted time to work on
the homework if the lesson is completed before the class is over. Homework is the best
individual practice that there is for math. It allows for the students to see a great array of
problems and difficulty of problems. Homework via independent practice allows for students to
see what they need to work on and what examples that they would like to see more of in the next

class period. It also gives the teacher the opportunity to keep up with where the students are and
adjust the curriculum and lessons accordingly.
Lesson four
This lesson will be a trial run for the students in this class as well for the teacher . The
teacher will create a lesson that involves the material from the section as well as a real world
application that the students will be able to connect to. From learing of students interests the
teacher will write word problems involving the systems of inequalities from the the students
taking a trip the mall to purchase different items. This will peak student interest, which is
especially important because the students will not be used to this type of assessment and the
students might not resond well if it were somehting that that they were not interested in.
Unit
The students will ultimately take a test over the four lessons material. This will show
their progress over the unit from the pretest to the post test.

Section four: Design for instruction

Objectives
TSWBAT solve

Assessment
The students will

Lesson Overview
The class will open

Adaptation
The classroom is not

systems of equations

receive eighteen

with an immediate

equiped with any

with two variables

homework problems

transition, the students technology other than

with the substitution

and they will take a

will be coming back

an overhead projector

method with 80%

quiz over this material

from spring break so

so the teacher will

accuracy.

after the second

the teacher will spend use an overhead

The students will be

lesson has finished.

the first five minutes

projector given there

able to describe

The homework will

talking with the

is also insufficient

verbally and via the

check for

students to regain

board space.

work done that they

understanding and

their minds to see how

understand the

provide the teacher an

the students breaks

substitution steps and

opportunity to follow

went. The teacher will

processes to solving

up with the students to then pass out the notes

two variable systems.

answer any questions

and the lecture for the

that they have. The

remainder of the

quiz will allow for the

lesson. At the end of

students the

the lesson the teacher

opportunity to present

will remind the

what they have

students to do the

learned in the lesson

homework and come

so far. This

to class the next day

correspondes directly

with questions from

with the opjective in

the homework or they

checking to see if the

will be given a quiz.

students are able to

master the
TSWBAT solve

substituition method.
The students will

The second lesson

There was student that

systems of equations

receive twenty-one

will begin with

needed more

with two variables

homework problems

homework questions

examples of a certain

with the method of

for them to complete

from the previous

type of problem so the

elimination with 80%

by the next class

lessons homework.

teacher took more

accuracy.

session, there will also There will be about

time to go over the

The students will be

be a quiz that will be

thirty minutes slated

material with another

able to describe

given the next day to

to answer any

example and then had

verbally and via the

check for

questions that the

a student from class

work done that they

understanding. This

students have because

come up to talk

understand the

correspondes directly

it is important that the

through the problem

substitution steps and

with the opjective in

students know how to

so hearing it from the

processes to solving

checking to see if the

work through the

students peer made

two variable systems.

students are able to

previous lesson before the problem

master the elimination

we ultimitely move

understanding and the

method.

on. The rest of the

student was able to

class will be spent

comprehend the

working throught the

subject matter.

second section from

the chapter with a
lecture over the
materials. The
students will have a
handout that has the
notes to be filled in
and the teacher will
work through the
selected problems on
TSWBAT solve

The students will

the board.
The third lesson will

All of the students

systems of equations

receive homework

begin with a quiz over

needed another

with multiple

that will give the

ther first two sections.

explaination to how to

variables with the row

students independent

The quiz is given the

work through the

operations method

practice and allow for

first thirty minutes of

systems that have

with 80% accuracy.

them to work through

the class. The nect

infinitely many

The students will be

problems to see if

fourty five minutes

solutions so the

able to describe

there is any material

will be designated for

teacher had two

verbally and via the

that needs to be gone

the third lesson

students come to the

work done that they

over the following

lecture. At the end of

projector and work

understand the

day. There will also be the lecture the

through the two ways

substitution steps and

a test that is given

students will be given

to reach the answer.

processes to solving

with all of the sections the rest of the class to

Giving the students

multiple variable

from the chapter on it.

ask any homework

antother example not

systems.

This correspondes

questions that they

only made the

directly with the

had from section

problem

opjective in checking

twos assignment.

understandable but the

to see if the students

students that came to

are able to master the

the board provided

row operations

another means of

method.

instruction so the
fellow classmates can
see how they work

TSWBAT solve

The students will

The fourth lesson will

through the process.

The studente were

systems of

work on a project that

begin with a lecture

working throuhg the

inequalities with

involves real world

over the fourth secton

application project

multiple variables

application that allows of the chapter. This

and as the teacher

with any method and

for the teacher to see

will be given about

was walking around

graph them with 80%

the students in live

twenty minutes and

could tell that there

accuracy.

action. The students

then the students will

were some confused

The students will be

will also be tested on

work through a

looks on some

able to describe

the material from the

project for the next

students faces so the

verbally and via the

entire chapter. This

fourty minutes. The

teacher went up and

work done that they

correspondes directly

students will chose

worked through one

understand the

with the opjective in

three word problems

problem individually

substitution steps and

checking to see if the

from a bucket and

with the students and

processes to solving

students are able to

work throuhg them

then came back a little

and graphing multiple

master the inequality

indivudually and then

later in the class to see

variable inequalities.

graph method.

they will get in groups their progress and

to work through the

then assessed the

inequalities and word

situation on whether

problems. The

the student needed

remaining time will

further instruction or

be spent on answering

if the student had

any homework

figured out the

questions the students

process and was well

had from section

on their way with the

three.

next problem.

Rationale:
Lesson one
There is an extreme lack of technology in the classroom the teacher resides in. The
school has technology but the teacher prefers to work with the overhead projector. The lesson is
based on the previous flow of the classroom. The class is a college class so the structure is more
of a lecture and homework based class. The teacher decided to keep this to keep with the flow of
the class. Lecutre is the most effective way for this group of students to learn so the teacher will
utilize this information.
Lesson two
Technology is not present in the classroom so the teacher will use a overhead projector. It
is important to go over the homework that has been assigned because it is a good way to check
on students progression throughout the unit. Lecture once again works most effectively for the
students so the teacher will lecture the material to the class. This lesson is more difficult than the
first and the students did not do as well as the first lesson. The teacher will prepare for students
to need more instruction and allow for students to come to the board and work through problems.
Sometimes the students need to hear the same material coming from another person so utilize
this to your benefit and allow for students to help students help the teacher.
Lesson three
Giving a quiz gives yet another piece of data to the teacher to analyze how the class is
handling the material. Teachers need to have constant interaction with the students and how they
are understanding the material. Lecture will be used again to provide students with the
information needed to be successful in the unit. This lesson is more difficult than the previous

two so the teacher will once again be prepared to adapt the lesson and allow for more examples
of the type that the students have. It is important to give as much instruction geared to what the
students need to know and do not understand before they leave the classroom because they might
not have an opportunity at home to ask someone for help.
Lesson four:
The teacher wanted to challenge the students so the teacher created a problem based
learning assignment that the students could connect with on a personal level. Creating a fun an
interactive classroom environment is very vital to the overall success as a teacher. This is a
difficult task in someone elses classroom, but the teacher feels with the type of questions that
will be asked will gain interest in the students and they will have fun with the project. The
teacher will in effect throw the students into a fire to see how they respond. The teacher will
pass out the materials and then give basic instruction and see which students are able to pick up
the assignment and those students that will need a push in the right direction. The teacher will be
walking around the classoom checking students work and any student that will require more
information and a nudge in the right direction the teacher will work individually with this student
to help them understand the process. Testing your students without actaully testing them is an
important skill in school but also life, life always wont be explained to them in perfect detail so
sometimes you have to figure out how to solve the problem on your own. This will not only be
an application to real world project, but will test the students in a way that they are not even
realizing.

Criterion Five: Instructional Decision Making

Lesson one:
With lesson one came a challenge that the teacher was not even aware of until the end of
the lesson. The classroom is set up with an overhead projector as the main source of instruction.
This being the first experience with an overhead projector the teacher was not aware of the
problem that could be present based on the way that the teacher canidate was standing.
Throughout the whole lesson the teacher was noticing that the students that were to the left of the
room were struggling to see the board. Naturally the teacher figured that it was the natural body

positioning that was hindering the students view of the written work on the board. So to correct
this visual impairment the teacher would take more time to step aside so the students would be
able to write down the material that was needed. At the end of the lesson the students were
talking amoungst themselves and the teacher asked for some feedback from the first day on the
job and the students responded with comments and then soon to be found out that the teacher s
shoulder shadow was covering a third of the screen for the entire lesson other than when the had
stepped away from the overhead. At the end of the lesson the teacher told the students that if for
some reason that the shoulder shadow was in the way again to simply let the teacher know and
an adjustment would be made to correct the impairment. Antoher challenge that was met with the
first lesson was that the learned that the writing on the board takes time and experience to know
how to flow through the problems on the board. The would aid in the effort of the students
comprehending the material if more colors were used, a different color for each step of the
problem would help those visual learners discern each step. As a natural small writer the was
well aware of the need to write as large as possible to help those students in the back of the class
see the material clearer. As this was mainly a review lesson for all students in the classroom there
were no casses where modification of the lesson was needed in the overall scheme of the lesson.
The students grasped the material and took to understanding it very quickly and performed very
well with the questions that were asked throughout the lesson. For the next lesson the became
more aware of the fact that the students need to be more involved with discussion of the material
and will look to include them more in the course of the lesson. The objective of the lesson was
still met.
Lesson two:

Lesson two saw a correction to the modifications made in lesson one and a production of
more modifications to come. With lesson two the teacher reviewed lesson one to keep the
students minds fresh on the material to not let that go to the wayside in their minds. The then
moved onto the lesson. This lesson was a little more challenging than the first lesson so this saw
a need for more instructional modification. The teacher started out with a simple example and
the students understood the material at a high level and as the lesson progressed. There were
more complex ideas that needed to be covered and the noticed the blank stare that was not just
because it was an eight am class. The students were not quite understanding the more complex
ideas that came at the end of the lesson so the teacher stopped and asked the students if they
would like to see another example of how that problem worked out and there was a unanimus
shake of the head yes. So the teacher created a new problem that would create the same result so
the students could see how this worked through again. This was nessecary to do because this
whole unit builds off of each previous lesson so it is important for the students to understand
each lesson as it goes on so that as the material builds they will alrady know the basics. There is
no point of moving on to the next concept if the students are unsure of how to do the previous
concept. To make sure the students are able to comprehend the material at an eighty percent
accuracy the students need to be able to perform the more complex ideas or reaching this feat
would not be possible. In life you cannot just stick to the basics and get by with great success. As
a teacher the needs to push the students to see what their potential can provide. The objective of
the lesson was still met.
Lesson three:
Lesson three continued in the degree of difficulty providing the students with a
continually more complex and time consuming material. The lesson is a direct result of the

previous two lessons so it was necessary for the students to fully comprehend the material to
date. So the teacher spent the first ten minute reminding the students of the proccesses that go
into solving the previous two lesson problems. This was a decision that was not planned for but
as the drove to work that day realized that it would be a good way to start the lesson but to also
remind the students to keep the material fresh in their heads. With the complexity of the material
at hand the took the lesson and worked through the material at a slower pace than the previous
two lessons. This was due to the fact that from the pretest the teacher was able to recognize that
the material covered in the first two lessons worked out nicely for the students but the third
lesson was not as well recolected. As the teacher worked throuhg the material the first problem
was a confidence booster problem to get the students on board with the material. The questioned
increased with difficulty as they progressed. As the degree of difficulty increased the confused
looks from students also correlated that fact. So as the students were confused at the material the
teacher once again worked through more examples so the students would be able to comprehend
with a greater of ease. The teacher also took this opportunity to modify the lesson in the
moment. The asked for the assistance of the student mentioned in the previous sections as
student one. This student is an extremly bright and gifted student so the teacher took this
opportunity to bring a student to the board to work through a problem with the class. The asked
for volunteers and when nobody offered their services the candiate turned to student one for
assistance. The candiate instructed student one to work throuhg the material and explain each
step and why student one did so. This allows for students to hear it come from one of their peers
and see a different approach that their fellow classmate took to solve the problem. Students
sometimes do not relate as well to teachers as they do to their fellow classmates the took this
advantage knowing that students one is a well respected individual in the classrom and would

allow for the students to better comprehend the material. In the end the teachers need to do
anyhting and everything for their students to see the success and the ah-ha moments with these
two modifications the teacher was able to see the students comprehend the material with a higher
accuracy. The objective of the lesson was still met.
Lesson four:
Lesson four once again brought more opportunities for modifications to be apprehending
in the classroom. Lesson four was a lesson that the students were not quite used to in that it was
an application and problem based learning activity. The teacher planned for the students to be
thrown into the fire to see if they were able to pick up on the material and what the questions
were asking for. For the most part the students were able to pick up on what the questions were
asking for but their were some students who were not exaclty sure what was being asked of
them. The teacher took this opportunnity to put into action the planed course of action if the
students were not able to make sense of what the problem was wanting. The teacher went up to
each individual student that needed extra help and gave additional instruction to help them reach
the main goal of the lesson. The students that needed the extra help got it and were able to be
successful with the rest of the lesson with eighty percent accuracy. Another modification that the
teacher decided to work with was with the application project the students were to write their
own problem to express that the students knew what the problems were asking and in the middle
of the lesson the teacher decided to allow for the students to write a problem and the teacher
would place one of the questions on the test their next class period. The teacher decided to do
this because the thought that this would allow for the students to be even more invested with the
project. When the students found out that the problem that they were writing would be on the
test, the expression and work ethic saw an immediate swing towards even more motivation.

Motivation is a driving factor to the success of students and it is important to motivate your
students in any way that you can. The objective of the lesson was still met.

Creterion six: Analysis of Student Learning

Student ID
1
2
3
4
5
6
7
8
9
10
11

Pre Test(20)
95
75
62
85
90
85
82
80
57
85
57

Post Test(20)
95
80
65
90
92
60
95
95
80
90
80

Gain Loss
0
+5
+3
+5
+2
-25
+13
+15
+23
+5
+23

12
13
14
15

82
52
95
80

100
50
85
85

+18
-2
-10
+5

Results:
Of the fifteen students that are in the classroom eleven saw an increase over the course of
the unit from the pretest to the post test. The greatest gain was found in student eleven who
increased twenty two percent from thre pre test and ended up getting a perfect score on the post
test. Of the eleven students who saw a gain seven of those students only saw an increase of five
to ten percent. There were three students who saw an increase of ten to twenty percent. There
were two students who saw a a lose of less that one with one student scoring twenty five points
less that on the pre test. For the final student there was no gain or loss with the student scoring a
ninety-five percent score on the pretest and post test.
For those students that saw gain there was a connection to the material that the teacher
felt definitely aided in the students abilities to generate the right answer when it came to the post
test. The teacher saw the wheels turning very effectively for the student who saw the most
increase from pre to post test. This students was very engaged in disucssion and any time that the
teacher asked a question this students was the first on the scene to answer any question and this
student was always right. This student exuded great confidence in the classroom and was very
pertenent when it came to helping other students out that need help when the teacher was with
another student.
For the student that saw a twenty five percent decrease from pre test to post test it was a
complete motivation and attention factor. To start the unit the student was paying great attention
and was focussed took time on the tests but as the unit progressed the teacher noticed that the

student would be the first person done with the test and turn it in sometimes thirty minutes before
the rest of the class. The unit was a unit that the students could simply check their answers to see
if the answer was correct, yet this students did not take advatage of this luxury. The teacher
talked with the student to see what the situation was and there was no answer, so the teacher
encouraged the student to take the time that is necessary to find the correct answer to the
problem. This saw progress but when it came to the final test the problem arose again and this
led to the student not doing as well as the student was capable of.
As a whole the students showed great progress, the students were extremely stressed as
they left the pretest knowing that they had remembered the material but were not happy with
how they remembered the material. The teacher could see it in their eyes and their demeanor
that the students wanted to succeed and preform to the best of their abilities. When it came time
for the post test the students were confident and ready to preform the task at hand. Students
showed outward excitement when the saw the results from the post test. The teacher was happy
with the progress that the students made over the two week unit. The grades improved the
classroom saw growth in how the material was understood and the students exceeded their
previous grades in the gradebook from prior lessons.
Students all learn and want to be tested differently it is important to try and match all of
these different learning styles and test taking preferences to see the students best work and see
them succeed. Students are on the complete spectrum of the learning styles and this was only a
small sample size with the class being only fifteen students. The teacher is sure that the
contrasting styles would only increase as the number of students increase. Each student has their
own way of learning that works best for them and it is important to realize this and apply that
style as best as possible to the students of the the class.

Student ID

Assessment 1

Assessment 2

Assessment 3

Objective 1 and 2

Objective 3 (100)

Objective 4 (100)

(100)

1
2
3
4
5
6
7
8
9
10
73
80
84
93
100

93
80
80
84
93
84.5
73
93
84.5
67
93
73
80.5
84.5
93

100
84
78
80
84.5
80.5
80
84
80.5
73
93
67
84
93
93

93.5
80.5
80.5
84
84.5
84
67
84.5
93
63
93
78
84.5
80.5
84.5

Results:
For the most part the assessments via the homework assignments correlated well with the
progress that the students gained throughout the unit. The homework assessments were went
over in the class for any questions that the students asked in class. A disgrepancy can be found
due to this fact in some classes there were many questions that were asked so this could deter any
questions that were answered in class. The students that saw the greatest improvements saw great
improvement throughout the unit. The teacher feels as though that there were not any extrenal
factors that caused the students progress, the students gained from the assessment plan and the
course of action that the lesson went through.

Criterion seven: Reflection

Overall this practicum I felt was the best experience that the I have had with the
practicums that I have been in. This may be due to the coperating teacher that I was with was a
great teacher and I feel as though I learned a great deal of how to run a class and forms of
assessment. I have progresively felt more and more comfortable with being in front of the class
and each time that I go up to teach it becomes even more natural.
Insights on Effective Instruction and Assessment

I felt that the students took the material very well, the students level was right at where it
needed to be. I set out for the students to reach eighty percent accuracy and the post test averaged
out to an eighty two percent. I felt that the students were challenge sufficiently, there were points
where the students understood everything that was taught to them and then there were points that
saw the students needed to work through the material and get into groups to hash out the details
of the problem to make sure that they all understood the material. I felt that the pace of the
instructoin was proper each lesson took about a day and ran into the early portion of the next
class evenly spaced out so that there was proper time for students to ask questions and to make
sure that there was plenty of time for the students to do the homework for the proper practice.
Implicaitons for Professional Development
The learning goals were set at a high standard, this corelated well with the college level
course that the studnets were taking. The students were an overall amazing class they caused no
troubles with classroom behavior. The students sat quietly and intentively and answered any
questions that I asked of them. As for things that I could have done differently, I could have tried
to space the lessons a little better and tried to work through a lesson quicker as some lessons ran
over a couple days. But I felt as though this was an appropriate speed for how the students were
working throuhg the material. As a teacher I want to continue to grow and develop my education.
I need to always be teaching with the growth mindset, pursuing any and all options for becoming
the bets teacher I can be for my students.
Impact of Teacher Work Sample on future Teaching
Practicums are a great way for teachers to get a feel for a classroom and how to
accommodate and differntiate on the fly. Hardly ever will a lesson go exactly as you plan so
teachers need experience with the clasroom. My goals for the future are to continue in my

professional growth and learn how to be more that just a lectur teacher. I am against technology I
the classroom because I feel as though that it does not exactly help the students in the most
efficient way. I feel as it deters from the true meaning of the classroom but I need to see the other
side of things. Antoher goal is to continue to develop my growth with getting to know the
students in your classroom. It is extremely comfortable and easy to reach the athletes in the
classroom but I still need to continue to my depth in reaching all students.

Chapter 6 Pre-Test

Name____________________
HR.__________

Solve each system by the method of substitution. Show your work!

1.

x y = -4
x + 2y = 5

2.

3x + y = 2
3
x 2+ y=0

Solve each system by method of elimination. Show your work!

3.

3x 5y = 2
2x + 5y = 13

4.

2r + 4s = 5
16r + 50s= 55

Solve each system of linear equations and check any solution algebraically. Show your work!
5.

5x - 8z = 22
3y 5z = 10
z = -4

6.

2x + 4y z = 7
2x 4y + 2z= -6
x + 4y +z =0

Determine which ordered pairs are solutions of the system of linear inequalities.
7.

2 x +5 y 3
y <4
4 x +2 y<7

a) (0,2)b) (-6,4)

c) (-8,-2)

d) (-3,2)

Sketch the graph of each inequality or system of inequalities. Shade the region representing the
solution.
8.

3 x+2 y <6
x> 0
y >0

Chapter 6 Test

Name____________________
HR.__________

Solve each system using any method Show your work!

1.

x + y = -5
x 35 x y=0

2.

y = -2x +4
x 33 x+ 4= y

3.

x 2y = 1
5x - 4y = -23

4.

2x + 5y = 8
5x + 8y = 10

5.

-x +3y = 17
4x +3y = 7

6.

2x - 2y 6z = -4
-3x + 2y + 6z= 1
x - y - 5z = -3

7.

4x 3y = 6
-5x +7y = -1

8.

2x + y 3z= 4
4x +2z =10
-2x +3y -13z = -8

9.

x +2z = 5
3x y z = 1
6x y + 5z = 16

Sketch the graph of each inequality or system of inequalities. Shade the region representing the
solution.
10.

x7 y>36
5 x+2 y >5
6 x5 y >6

Sketch the graph of each

inequality or system of
inequalities. Shade the region
representing the solution.

11.

x 2 y y
0 x+ y

Find the sales necessary for the fast

food chain to break even
12.
A small fast food chain restaurant invests $5,000 to produce a new food item that will sell
for $3.49. Each item can be produced for $2.16.
(a) how may units must be sold to break even?

(b) how many items must be sold to make a profit of $8,500?

Find the equilibrium point.

13. A total of $32,000 is invested in two municipal bonds that pay 5.75% and 6.25% simple
interest. The investor wants an annual interest income of $1,900 from the investments. What
amount should be invested in the 5.75% bond?

14. A small corporation borrowed $800,000 to expand its line of toys. Some of the money was
borrowed at 8%, some at 9% and some at 10%. How much was borrowed at each rate if the
annual interest owed was $67,000 and the amount borrowed at 8% was five times the amount
borrowed at 10%?

Choose one of the following questions: write a system of inequality that satisfies the problem
and graph the inequalities.

15. Larry Ward has $50 to spend on new physics supplies. Protractors cost $5 each and rulers
cost $3 each. He wants to buy a total of 15 items, how many of each item could Larry buy?

16. Jason is wanting to purchase some drums, he would like to have at least 10 drums but needs
to stay under $1,600. The cost of a snare drum is $40 and the cost of a bass drum is $90. How
many of each kind of drum can Jason buy and still stay under his budget?

References

"Gardner Edgerton School District - Gardner, Kansas - SchoolDigger.com." SchoolDigger. N.p.,

n.d. Web. 01 May 2015.