Sues Curriculum and Instruction

EDCP 342A Unit planning: Rationale and overview for planning a 3 to 4 week unit of work in secondary school mathematics Your name: Susan Chow School, grade & course: Rockridge Secondary, Grade 10, Math 10 Topic of unit (NOTE: This should be a unit you will actually be teaching on practicum!): Chapter 7, Linear Equations & Graphs Preplanning questions: (1)    Why  do we teach this unit to secondary school students?  Research and talk about the following: Why is this topic included in the curriculum? Why is it important that students learn it? What learning do you hope they will take with them from this? What is intrinsically interesting, useful, beautiful about this topic? (150 words) There are lots of different reasons why linear equations and graphing linear equations is relevant in everyday life.  Linear relationships are all around us, even though students may not realize it.  For example, a functional relationship...

How you respond to the examples given here -- as a teacher and as a former student This article was very interesting.  As a student, I didn't question the language and drawings in the text books.  But I definitely felt the 'hedges' and certainty or uncertainty of some phrases.  I grew to like the commanding language of the text as it gave me reassurance that I was moving in the right direction.  Conversely, I don't like the idea at all for my future math students.  A teacher needs the language to be approachable - for the students not to feel as though they are 'pawns' so that they can have a conversation about the math and the options.  To that end, I missed out in my math study in that there was no room for conversation.  So I didn't develop the skills to speak about the math problems.  In this program, using the problem solving approach forces a conversation about the problem.  This extends student knowledge and understanding. What are...

I started by trying to figure out the number of weights I needed to get to 40 if I didn't have the constraint of 4.  I found that I could use 1, 2, 4 and 8 to get to 15.  And then to move forward in a similar fashion to get to 40, I needed 16 and 24 also. I also realized in working with the weights that I could be more efficient with the weights if I used both scales (some to add weight and some to provide alternative weight to make new weights). But how to I get to 40 with only 4 weights? So I started back at 1.  It looked like there was some number pattern at work - doubling to get 4 weights to reach 15. So I tried tripling for 40 and tried 1-3-9-27, and this worked. I was able to find only 1 solution to get to 40 using 4 weights.

5 people I met at Rockridge Secondary Terry Dooley - TOC for Math 9.  Irish, very festive.  42 years teaching. He was in the UBC program when he was just married.  He said that the program was quite stressful for him at the time - he was a newlywed and the UBC program was intense.  They had little money so everything together was quite stressful. He was an elementary teacher for 30 years at Ross Road Elementary.  He is 72 now. He’s been a TOC for 15 years. He is a very talkative and friendly man - a very nice guy. He mentioned that he knew many of the students from his many time TOC’ing at the school. Tracy  - Tracy is admin support at Rockridge.  Tracy helped me to get the wifi account set up.  She patiently sat with me for at least 30 minutes while their very slow internet tried to chug some life into my computer.  Tracy was very nice. She mentioned that she will miss their VP who is planning to leave in November. He prov...