Author: Savannah Lucero-Zey

Solving Systems of Equations HSA.REI.C

Savannah Lucero-Zey CCSS-Math Learning Progressions, HS Algebra

This learning progression will be taught in a high school algebra I class. It is about solving for systems of equations and then being able to interpret the answer that you can get out. The Common Core State Standards (CCSS) domain and cluster for this learning progression is CCSS.MATH.CONTENT.HSA.REI.C.  The main standard that the students are learning is HSA.REI.C.6.

This is based on the McDougall Litell Algebra I book. And while teaching this lesson, we assume the students have worked with general graphs and equations before. They also will have looked at systems and used the graph to find the intersection.

edTPA Learning Progression-1tb37qc

Polynomial Division Learning Progression HSA.SSE.B

Savannah Lucero-Zey CCSS-Math Learning Progressions

This learning progression is about polynomial division. The common core state standards for this learning progression:

CCSS.MATH.CONTENT.HSA.SSE.B.3

Write expressions in equivalent forms to solve problems.

HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

CCSS.MATH.CONTENT.HSA.SSE.B.3.A

Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.MATH.CONTENT.HSF.IF.C.7.C

Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

Formative Assessment

The formative assessment game used for part of this will be giving the students two cards, one of which is green and the other is red for them to choose whether they agree or not that a certain factor works for a polynomial. There will be examples up on the board and they will be given a factor. They must do the division then hold up the green card if it worked out nicely and the red if it doesn’t work.

Learning Progression Formative Assessment-3-14jpsa2

Cutting, Doubling, Food for All 6.RP.A.2

Savannah Lucero-Zey ML Ratios & Proportional Relationships, Picture Problems

CCSS.MATH.CONTENT.6.RP.A.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”

 

I’ve always thought pictures that showed food split in half that shouldn’t be able to be split was super interesting so I believe this would be great way to get students interested and talking at the beginning of class. It allows the students to explore what they could possibly be learning about before they are thrown into word problems. From there, it can be used to talk about ratios and fractions of food.

They will be able to find the proportion between different groups of food and the cost and find the rate for a single bit of food and apply that to making sure there is enough money to pay for a large group of people. They will also be able to compare the ratios within a given recipe. As a teacher, I would have numbers that worked well in different sizes as they begin so that the students can apply them to interesting things that they want to be working with.

Where Will We Meet? REI.C.6

Savannah Lucero-Zey HS Algebra, HS Modeling, Technology Teaching Issues

Solving Systems of Linear Equations

Standards for Mathematical Practice: Modeling with Mathematics

CCSS.MATH.CONTENT.HSA.REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

In life, many things take more than one equation to figure out and solve. Things are not exactly the same as the next, particularly when it comes to speed. This math activity allows the students to use Vernier’s CBR-2 and be kinesthetically involved as they learn about what they are doing. The point of this assignment is to use the motion detectors and have their graphing calculators graph the motion of two walkers simultaneously. This will be done in a few different ways so they can see how it is useful to know this math. They will do some where one person is walking and the other person is going faster in an attempt to see where they can “catch up” to the first person. They will also do some where they are going different ways and see where they cross paths depending on the different speeds of the people.

Using the CBR-2 motion detectors will be helpful in keeping the students engaged because it is excited and they have to figure out where they will be crossing. There will definitely be some questions where they have to try and meet certain information like the placement of meeting or have one person at a certain speed. This uses the math practice of modeling which is good because they can use their information from physically doing it and being able to graph the information, then pull the specific data from the graph. The CCSS.MATH.HSA.REI.C.6 relates to this because it is about solving systems of linear equations which there are doing by seeing when their graph of their walking speeds intersect.

 

Geogebra’s a Ka-HOOT

Savannah Lucero-Zey HS Geometry, Technology Teaching Issues

In this lesson, Geogebra and Kahoot will be used as our technology to better support the students in the class and hopefully to help them learn and remember the information well. Students can use the technology of Geogebra as they can move different points around and show that they understand how changing parts of a triangle changes the circumscribed circle without making multiple drawings. Kahoot is a good technology because it allows both the students and teacher to have instant feedback on how well the information was understood. It also allows the students to be having fun and working both with each other in groups and against other groups to win the most points.

CCSS.MATH.CONTENT.HSG.C.A.3

Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Geometry Using Techonology