Place Value, Fractions, and Algebra: Improving Content Learning through the Practice Standards

CONTENTS OF CURRICULUM UNIT 14.05.07

  1. Unit Guide
  1. Introduction
  2. Rationale and Objective
  3. Background
  4. Strategies
  5. Activities
  6. Appendix A
  7. Appendix B
  8. Appendix C
  9. Appendix D
  10. Bibliography
  11. Notes

The FAL of Linear Relationships: Simple and Complex Word Problem Scenarios with Two Variables

Marissa Janee Brown

Published September 2014

Tools for this Unit:

Introduction

"Math has never been my favorite subject. I've always hated it and that's not gonna change!" These statements often come from students who are repeating a math course for the second and third time. Then, it does not take but a few minutes at the start of the first day of school every school year for the age old question to be asked, "So why do I need to even be here? When am I ever going to use math in my life?" With all eyes on me, I proudly proclaim, "Math is your life! Math surrounds you every day!"

While my response is full of excitement and love for math, my students do not share the same sentiment and are not sure I am even in my right mind. They stare at me with puzzled looks on their faces and wonder how anyone could possibly be this excited about math. As I share my passion for math and my reasons for choosing to teach math as a profession, the puzzled looks fade into inquisitive eyebrow raises as the discussion flows into students reflecting upon their own math journey thus far. Wow, a glimpse of the inner mathematician in my students has been awakened! "Seriously? A mathematician? Ain't happenin'! No disrespect, Ms. Brown, but I don't wanna be an old man walking around with a pocket protector, calculator and funky glasses! That's geek status and I'll never be that crazy about math!" This, coming from a repeater student who is in an Algebra 1 level course for the third time, indicates why I need to know my student audience and their misconceptions about math prior to moving forward with any type of instruction. I share with them that using the term mathematician to describe my students does not imply I have an expectation they will be experts and math geniuses by the time they complete this course. It does imply, however, that I expect my students to respect and appreciate the unique challenges of solving real life scenarios while seeing the advantage of recognizing mathematical patterns and concepts 1 that contribute to their daily lives and help them determine solutions to real life scenarios.

Comments:

Marissa Brown

December 4, 2014 at 2:21 pm

More Resources Available

I have developed supplemental materials, including student pages, graphic organizers and other resources, that are available to anyone teaching this curriculum unit. Please feel free to email me at BrownM@esuhsd.org for more information.

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