Strategies
Overall, my students have very difficult time processing and retaining information. Therefore, the unit will incorporate scaffolding the concepts. This will allow students to review prior knowledge and build on it. The unit will start with students describing and modeling linear expressions and then move to students evaluating word problems. Students will be engaged using individual, small collaborative groups, and whole class discussions as well as cooperative learning. Through the interactions, we will discuss the various strategies for writing and interpreting expressions, and translating word problems into symbolic language. Then students will complete a K-W-L assessment chart. K-W-L is an assessment strategy used to adjust instruction to individual needs. It is a visual reading strategy that has been incorporated in other subjects. Teachers activate students' prior knowledge by asking them what they already Know; then students (collaborating as a classroom unit or within small groups) set goals specifying what they Want to learn; and after (reading/ discussing) students discuss what they have Learned (KWL website). Students will apply higher-order thinking strategies which help them construct meaning from what they have read/discussed. This will help them monitor their progress toward their goals. A KWL worksheet that includes columns for each of these activities will be provided to every student.
Additionally, I will use the Singaporemath Curriculum to develop and deepen student understanding by using many of its visual/graphic word problems. The Singapore curricula have been very successful in developing student understanding of word problems and ensuring mastery of important skills. It incorporates the principle of moving from concrete, to pictorial, and then to abstract representations of ideas. It does not focus on a large range of topics instead limits the topics that are taught within each grade. The focus is on mastery and deepening student understanding. It also helps students make connections between pictures, words, and numbers. Scaffolding and mental math strategies are embedded in the curriculum. Essentially, it is a visually-based math program that benefits diverse learners.
I will also incorporate whole group discussions. The whole group format creates opportunities to clarify common misunderstandings and personifies a culture of learning which incorporates every student's involvement in a collective effort of understanding. This format will provide opportunities to generate productive mathematical dialogues among students with different understanding levels, and also opportunities for applying the concepts. Students will be able to use previous knowledge as well as newly acquired knowledge of translating verbal expressions. They will also make connections and add personal experiences to more complex word problems. It also will allow students to share their ideas in order to raise their curiosity and participation in learning. As students describe their interpretations of the word problems to the class, they can clarify their thinking as well as their classmates'. Another student's approach can supply a new perspective, which tends to produce flexible thinking. All students will have the opportunities to add to the discussions. It also will encourage students to develop their language skills, both in math and in everyday English. It will enable students to become active listeners and questioners, creating multidirectional student-to-student talk that stimulates engagement and community.
Throughout this unit, students will be encouraged to use the TI-83 graphing calculator for support and reinforcement. The TI-83 is a very integral tool in evaluating expressions. It serves as a visual and "hands-on" manipulative that helps students reinforce their skills; and it saves time. Students will participate in a calculator workshop learning the features of the "equation solver" as an extension activity.
In addition, the nine properties of real numbers (rule of arithmetic) is used as well as reviewed. A list of the nine rules is outlined in the appendix. This unit is designed to use as an extension lesson. It is expected that students are able to use mental math effectively and have some knowledge of solving equations. The goal is to take that knowledge and apply it to solving word problems.
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