Department of Educational Leadership and Technology
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Name: |
Student |
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Course: |
EDL
709: Practicum in Supervision |
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Semester: |
Fall
2006 |
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Standard(s)/element(s)/sub-element(s)
met: |
2.2b,
2.3a, 3.3b, 3.3c, and 6.1d |
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How competencies were met: |
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In
order to address the new state curriculum (posted
8/31/2006), I designed an integration map for teachers of 7th
grade. The purpose of the map was to provide an easy-to-use
correlation of resources currently available to the teachers
with the new curriculum. In addition to creating the map, I
also separated the state’s curriculum activities into
separate documents for ease of use. In addition to designing
the curriculum, I have also assisted in developing the
presentation of the information for administration and
teachers.
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Artifacts related to activity: |
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1. |
Integration Map—correlation between state curriculum for
Grade 7: Advanced Course and the District curriculum
(Guaranteed Curriculum)/Materials
(Sample Page) |
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2. |
State
Activity Page |
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Reflection on activity: |
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During this experience, I gained a deeper understanding of
how useful a well-designed resource can truly be for a
teacher in the classroom. While the actual documents took
weeks to develop, their short-hand format will save teachers
numerous planning hours. Teachers can utilize the
integration map to incorporate/modify the materials they are
currently using to address the needs of students in this
particular course.
I
learned that the easier and more straightforward a document
is, the more likely it will be used for its intended
purpose. Keeping information organized and readily available
is one of the greatest aides I can provide to teachers in
the classroom. Also, designing a program that utilizes the
materials a teacher is already familiar with will make any
transition easier to undertake. |
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Number
and Number Relations |
Referenced in 7th Grade |
Extension Required |
McDougal-Littell,
Course 2 |
8th Grade
Unit/Lesson |
State
Comprehensive Curriculum
Grade 7 Advanced |
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7.1 |
Recognize
and compute equivalent representations of fractions,
decimals, and percents (i.e., halves, thirds, fourths,
fifths, eighths, tenths, hundredths)
(N-1-M) |
Unit 1, 2,
3, 4 |
None |
See
References-at-a-Glance in
Guaranteed
Curriculum |
N/A |
Unit 1,
Activity 4
Unit 1,
Activity 5 |
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7.2 |
Compare
positive fractions, decimals, percents, and integers using
symbols (i.e., <, £, =, ³, >) and position on a number line
(N-2-M) |
Unit 1, 4 |
None |
See
References-at-a-Glance in
Guaranteed
Curriculum |
LEAP
Preparation, Lesson 30, 47, 50, 53, 54
Transition
Unit, Lesson 1.1, 2.1, 3.1, 4.2, 5.1, 5.2, & 6.1
Unit 3,
Lesson
5.2-5.3 |
Unit 1,
Activity 3
Unit 1,
Activity 4
Unit 1,
Activity 5
Unit 1,
Activity 8
Unit 2,
Activity 6
Unit 2,
Activity 9
Unit 4,
Activity 5 |
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8.1
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Compare rational numbers using symbols (i.e., <, £ , =, ³,
>) and position on a number line (N-1-M) (N-2-M) |
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7.3 |
Solve order of operations problems involving grouping
symbols and multiple operations (N-4-M) |
Unit 6 |
Incorporate
Integers, Whole number exponents |
Lesson 1.3,
p. 13 |
LEAP
Preparation, Lesson 1, 30, 50
Transition
Unit, Lesson 1.2, 1.2b, 1.3, 1.4, & Integer Graphing Calc.
Activities
Unit 5,
Lesson 1.1,
1.2, 2.1, 2.2, 2.3
Unit 6,
Lesson (SIWS)
3.3, 3.4, 4.3 |
Unit 1,
Activity 2
Unit 1,
Activity 6
Unit 1,
Activity 7
Unit 1,
Activity 8
Unit 1,
Activity 16
Unit 1,
Activity 17
Unit 2,
Activity 3
Unit 3,
Activity 3
Unit 3,
Activity 4
Unit 3,
Activity 12
Unit 3,
Activity 17
Unit 4,
Activity 13 |
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8.5 |
Simplify expressions involving operations on integers,
grouping symbols, and whole number exponents using order of
operations (N-4-M) |
Unit 1, Activity
1: Missing! (GLEs: 7th – 7; 8th – 6)
It is
important for the students to establish problem-solving strategies
early in the year. This activity was written to help students
recognize the steps in problem solving. Lead a class discussion
about problem-solving strategies that the students have used. Have
students make a list of basic steps involved in problem solving:
a) understand the problem; b) make a plan, sketch or diagram of
the problem; c) carry out the plan (do the computation); and d)
determine that the solution makes sense. Discuss the different
problem-solving strategies such as: a) working backwards; b)
sketching models or diagrams; c) making tables, charts or graphs;
or, d) setting up and solving a simpler problem first.
Put a
situation like one of those listed below on the overhead and have
students write a plan for solving the problem. Give the students
time to solve it and then have students discuss solution
strategies. Ask, Does anyone have a different method that was used
to solve the problem? Discuss methods and make sure students
verbally explain why their method worked for them.
·
Samantha is floating
on a raft 75 feet from the shore at 10 a.m. Every hour she moves
herself forward 15 feet with her arms, but she stops when she gets
tired and the current pulls her backward 6 feet. At this rate,
what time will Samantha reach the shore? Explain your solution.
Solution: 6:20 p.m. Since she gets
about 9 feet every hour, 75
¸
9 = 8 hours, but she will have three feet left. If there are 3
feet left and she moves 9 ft in an hour, then she will need 1/3 of
an hour to get to shore. This is 20 minutes.
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There are six boys
in a race. Carl is ahead of Bill, who is two places behind Frank.
Allen is two places ahead of Dwight, who is two places ahead of
Evan. Evan is last. Which of the boys is closest to the finish
line? Explain your solution.
Solution: Carl is closest to the
finish line. Carl is first, Allen second (two places ahead of
Dwight), Frank is third (two places ahead of Bill), Dwight is
fourth, Bill is fifth (two people behind Frank), and Evan last
(two places behind Dwight).
·
A
group of students has gathered around the center circle of the
basketball court. The students are evenly spaced around the
circle. Student #11 is directly across from student #27. How many
students have gathered around the circle? Explain your solution.
Solution: 32 students. Sketch a
model to get an idea as to positioning. Making a table of the
opposites as they draw a diagram will give the students the
answer. Example: We know 11 is across from 27, which means that
students 12 through 26 must sit between them. Number 19 is in the
middle position in a listing of these fifteen numbers (median).
This means that the number opposite 19 would have to be the 8th
number away from 11, which is 3. 3 would also have to be the 8th
number away from 27. The numbers between 3 and 27 would be 1, 2,
28, 29, 30, 31 and 32. The answer is 32 people at the table.
Students also
have to be able to determine when there is not enough information
available to solve problems and locate the additional information
needed to solve a problem. They also need practice in devising
problems. Have the students examine problems like the ones below
and discuss how these are different from the earlier problems. (They
are missing information.) Have them work in pairs or small
groups to determine the missing information and find the solution.
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The world record
high dive is 176 feet 10 inches. What is the difference between
Jack’s highest dive and the world record?
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Mary wants to find
the amount of carpet needed to carpet her bedroom. She measures
the length of the room. How much carpet does she need to carpet
the bedroom?
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Greg Louganis holds
17 U. S. national diving records. How many of these did he earn
before the 1988 Olympics?
General
Assessments:
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The teacher will
determine student understanding as the student engages in the
various activities.
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Whenever possible,
the teacher will create extensions to an activity by increasing
the difficulty or by asking “what if” questions.
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The student will be
encouraged to create his/her own questions.
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The student will
create and demonstrate math problems by acting them out or using
manipulatives to provide solutions on the board or overhead.
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The teacher will
observe the student’s presentations and use a rubric to assess.
v
The student will
complete journal entries by responding to prompts such as:
o
Explain the
meaning of 10%, 20%, 25%,
 , 50%,
 , 75%, and 100% and write their fractional and
decimal equivalents. Give examples of their use in real-life
situations. |
