Introduction
A common question posed by students in mathematics classrooms is, “When are we going to use this in real life?” The possible answers to that question will vary. Preventing that question from being asked is a difficult task, but many math teachers, myself included, have a habit of promoting the idea that mathematically rich situations already exist and surround us everywhere. Thus, the challenge is backing up the common assertion that math can be relevant, familiar and relatable to students.
The Common Core State Standards (CCSS) Math Practice Standard 1, “Make sense of problems and persevere in solving them,” describes the expected outcomes educators should seek as they develop mathematically proficient students.1 Developing problem solvers is a complex task. Polya states that helping the student is the most important, and often not easy, task of a teacher.2 In an ideal situation, students entering high school would have developed the craft of problem solving from kindergarten through eighth grade. However, the transition to Common Core in many schools is an often bumpy shift that sometimes results with students entering math classes without the prerequisite background knowledge expected by curricula designed to emphasize the Common Core standards of mathematical practice.
The target audience of this curriculum unit will consists primarily of freshmen who will be taking the entry level integrated CCSS Math 1 course, a significant proportion of students identified to have learning disabilities with IEPs, English Language Learners, and possibly a few upperclassmen who have previously failed Algebra 1 and Geometry. The primary objective of this curriculum unit is to provide students with the skills necessary to comprehend and problem solve with word problems framed within a scenario, to have the skills necessary to identify the known and unknown values beginning with one-step multiplication and division problems with a gradual progression to two-step. An emphasis is placed on analyzing and interpreting calculations in the context of the word problems to determine if their answers are reasonable. Extensions of the problems will lead students to creating variable and linear models and functions. Also, a discussion regarding adaptation of word problems to produce multi-step problems involving all four basic mathematical operations, as well as extensions of word problems and situations using algebraic expressions, equations, and inequalities is included.
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