The term goes fast. Before I realized it, the time comes to an
end. Reflect the study, I have improved in a few areas. First, I understand what
the procedure of teaching math in high school in Canada is. I have to plan earlier,
write the lesson plan, engage students in the active and also assess them. In
China, usually, there are lots of students in one grade. The math teachers in the
same grades work under the same roof, and they plan the schedule and assessment
together. But in Canada, teachers have more freedom on their teaching plan and
the goal of their teaching. I learned the difference. The second, I realized teaching
math is not only about math, which means we could integrate different disciplines
in math actives, such as music, arts, history, etc. Third, I got the chance to
think about the aboriginal culture influence in Canadian education. Although I
still don’t know much detail about it, I am willing to study it and integrate it
into my practice later. Overall, the term education shaped my view of teaching
math. I am getting more opened and willing to explore the broader topic and
skills of teaching math.
Sunday, December 15, 2019
Monday, December 9, 2019
Refection of Doolittle's article
The first idea I got from here, is the linking between geometry with gardening. I think it might be interesting to do. A teacher can use the foods in class to introduce the concepts, properties of the different shapes, and students can cut and chop to make specific shapes they learn.
The second idea is the grid and mapping. In China, Beijing, Xi'an and Nanjing, the formal national capital cities most are grid in triangle blocks. other cities around the river will have some parallel streets along the river bank. This phenomenon matches Doolittle's theory- failure of the grid.
The second idea is the grid and mapping. In China, Beijing, Xi'an and Nanjing, the formal national capital cities most are grid in triangle blocks. other cities around the river will have some parallel streets along the river bank. This phenomenon matches Doolittle's theory- failure of the grid.
Tuesday, December 3, 2019
Reflection of Richmond students' math fair
I enjoyed the math fair. All students are engaged, friendly and helpful. I have taken some photos of their project with their permission. Their work opened my mind and let me know how creative students could be. The teacher spent about 5 blocks of class time for students preparing the math fair. Therefore, it's hard to implement in my long practicum, however, I still can use the idea to encourage my students in their chapter project. I like the students who prepared the fraction. Two students designed a running filed, and human figures with names. The participants could move the small figures to assist in solving fraction questions. Another group used fire and water to represent positive and negative integers. Their drawing is impressive. They even draw a figure of the alien of Mars. The group of students invited their imagination, knowledge into math design. Math is fun!
Sunday, December 1, 2019
Second draft of unit plan
(also can check on the google drive: "https://drive.google.com/drive/folders/1uVQwfXCteXcpkBnVgk08I4f0Yi9mNNMI?usp=sharing")
EDCP 342A Unit planning: Rationale and
overview for planning a 3 to 4 week unit of work in secondary school
mathematics
Name:
|
Brenda
Jin
|
School
|
David
Thompson Secondary
|
Grade
|
10
|
Subject
|
FMP
10
|
Topic
of unit
|
Chapter
6: Solving Linear System
|
||
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)
This chapter extends from the linear
equation, moves to the graph and solve linear system, also includes the
arithmetic sequences, thus, learning this will help students to understand
and deal with more complicated linear relations. Linear equations are an
important tool in science and many everyday applications. They allow
scientist to describe relationships between different sets of two variables
in the physical world, make predictions, calculate solution (the intersection
point of linear system), and make conversions, among other things. Graphing
linear equations helps make trends visible.
I hope students
could develop algebraic and graphical reasoning through the study of the relations. They could learn to solve problems that involve systems of linear
equations in two variables, graphically and algebraically, also could use
their understanding of linear functions to develop the properties of
arithmetic sequences and series, then solve related problems. It is very
useful, and it is vital in multiple areas of science in general, and it’s
easy to solve and practical in everyday life.
|
||||||||||
(2)
A mathematics project connected to this unit: Plan
and describe a student mathematics project that will form part of this unit.
Describe the topic, aims, process and timing, and what the students will be
asked to produce, and how you will assess the project. (250 words)
The project of Chapter 6 is related to water conservation, how humans and wildlife affect water resources. The aims of the project are to raise the awareness of students on how water is precious in our environment and help them to understand how to use water-efficient will benefit the world. Students will practice on collect, analyze information related to water use, wildlife, and retrofitting. Retrofitting means how changing or replacing equipment to have a better impact on the environment. And it will convince students to change their and their family’s behaviour to reduce water usage.
The project will be introduced after the 6.2 section and will be finished by the end of the chapter. To complete the project, students need to compare data involving the effect of water contamination on population of wildlife, use system of linear equations to analyze the costs of retrofitting, compare different water saving methods in-home on cost, also analyze linear systems related to wildlife that live at a lake, where the lake is slowing being depleted. This project was on the McGraw-Hill Ryerson Mathematics 10 textbook, unit 8. So, the rubric of the project will develop from the rubric on the book. The rubric of the project has 5 levels and evaluated on: • How students apply or develop mathematics strategies and processes to compare and connect the date and demonstrate the understanding of how to develop a solution. • The accuracy and efficient in applying mathematics concepts and processes. • How significant does the conclusion get with supportive evidence? • The organization and quality of the report presentation |
||||||||||
(3) Assessment
and evaluation: How will you build a
fair and well-rounded assessment and evaluation plan for this unit? Include formative and summative, informal/ observational and more formal assessment modes. (100 words)
The assessment strategy will be more focus on process and engagement. The
assessment and evaluation include homework check, practice test, quiz, unit test and project, 5 parts, each part weight 16%, 4%, 20%, 40% and 20%,
respectively. The homework assessment will focus on the process, to access students' understanding. I will check their correction and completion to encourage them to practice the problem. If the students made a mistake, they are encouraged to correct it and bring back for the mark. Then I set a quiz for every two-section, to push students to review and support future learning.
Before the unit test, I will hold a practice test, help students to review and reduce stress on a test. The project was to encourage students to apply
their knowledge, and to control their own learning, also access students overall
analyze, applying and creative ability.
|
Elements of your unit plan:
a) Give a numbered list of the topics of the 12
lessons in this unit in the order you would teach them.
Lesson
|
Date
|
Topic
and description
|
Assignment
|
Handout
|
1
|
March 6
|
The opener, and group work/6.1
solving linear system by graphing (A)
|
Pg.235 #2,
4, 5,
|
Warm-up practice sheet; Vocabulary Sheet
|
2
|
March
10
|
6.1-part
B and 6.2 solving linear system by addition (A)
|
Pg.
235 #6 (odd
letters) 7, 9, 11, 14.
Pg.
243 #1(odd letter)
|
|
3
|
March
12
|
6.2-part
B,
|
Pg.
243 #2 (all)
|
|
4
|
March 30
|
Quiz 6.1-6.2, Project assignment
|
Project
sheet
|
|
5
|
April
1
|
6.3
Solving linear systems by substitution
|
Pg.
248 #1 all)
|
|
6
|
April
3
|
6.4
problem solving with two variables (B)
|
Pg.
251 #1-4 (all), 5-12
|
|
7
|
April 7
|
Quiz 6.1-6.4; 6.5 arithmetic
sequence (A)
|
Pg.
261 #3-4 (odd), 5 (all),
|
|
8
|
April
9
|
6.5
arithmetic sequence (B)
|
Pg.
262 #7-11 (even), 14, 16
|
|
9
|
April
15
|
6.6
arithmetic series
|
Pg.
268 #1(odd), 2-3 (even), 10,11
|
|
10
|
April
17
|
Review
|
Pg.
272 #2-11, 15, 16-19
|
|
11
|
April
21
|
Practice
test
|
||
12
|
April
23
|
Chapter
test
|
||
13
|
April
25
|
Project
presentation
|
b)
Write a detailed lesson plan for three
of the lessons which will not be in a
traditional lecture/ exercise/ homework format.
These three lessons should include at least
three of the following six elements related to your mathematical topic. (And of
course, you could include more than three!)
Subject: FMP 10
|
Grade: 10
|
Date: March 6
|
Duration: 76 minutes
|
Lesson Overview
(What this lesson is
about)
|
As a new chapter start, students review the
vocabulary which they learned from other chapters and learn new vocabulary for this chapter. Students learn the method of soling system linear equation by
graphing. Through a problem-solving question which related to their own life,
students practice analyze question, abstract linear equations, and make a reasonable decision on choices.
|
||
Class Profile
|
Total: 26 students
|
||
Big
Idea(s)
|
·
Using algebra to generalize relationships through abstract thinking.
·
|
Curricular
Competencies
(What the
students will do)
|
Develop thinking strategies to solve the problem,
and explore, analyze, and apply mathematical ideas using linear equation. Model
with mathematics in situational contexts.
|
Content
Objectives
(What the
students will know)
|
By the end of the lesson, students should be
able to:
Knowledge:
1.
Problem-solving strategy.
2.
Solving system of linear equations by graphing.
|
Materials
and Equipment Needed for this Lesson
|
Scientific Calculators, project, laptop, whiteboard markers, Grid
paper
|
|
|
Lesson Stages
|
Teacher
Do
|
Students do: Learning Activities
|
Time Allotted
|
1.
|
Warm-up activity
|
1.
Project the Warm-up Practice
and manage group activity.
See Skeleton
notes: FMP-10 6-1-1
Warm-up
practice problem.
2.
Discuss the solution
|
1.
Students work on the problem
in groups 2-3/group
2.
Each group write on their solutions
on the board.
3.
Discuss the solution
|
10 minutes
|
2.
|
Presentation part A
|
Vocabulary sheet
1.
Handout: Chapter 6 vocabulary
Sheet,
2.
Ask student to finish the
first page within 5 minutes
3.
Go through vocabulary and review the knowledge.
(Help students to review
the content, especially ELL students to familiar with terms)
|
1. Work on the vocabulary sheet, student can use chart or graph, or formulas
to give definition
|
15 minutes
|
|
|
Presentation part B
|
1.
Project the problem-solving
question
See Skeleton notes: FMP-10 6-1-1
2.
Group students in 3-4 each
group,
3.
Lead the discussion, call students how to solve it, then move to the table of values and the coordinate plane, let students finish the questions. Meanwhile, prepare the coordinate plane on board.
4.
Ask four groups of students
to show their answer for part 1-5 respectively on board,
5.
Go through and discuss the
answers with students
|
1.
In group discussion of the question.
2.
Finish the table of values
3.
Draw the lines
4. Put answers on board,
|
20 minutes
|
|
|
Presentation part C
|
1.
Move to introduce the definition of system of linear equations. See Skeleton notes: FMP-10 6-1-1
2.
Guide student to do example 1
Explain the solving a linear system by
graphing method while doing the example.
|
1.
Students follow the teacher and write down the definition in their own language on the vocabulary sheet.
2.
Students write down the notes
following the steps.
|
15 minutes
|
4.
|
Assignment
|
Walk around to help students.
|
Organize notes,
raise questions to get help and do the assignment.
|
14
|
5.
|
Closure
|
Summary:
In this
class, we learned about how to definition of the linear system and solving it by graphing.
|
2 minutes
|
|
|
|
After class
|
|
Continue the
assignment
|
|
LESSON PLAN
Subject: FMP 10
|
Grade: 10
|
Date: March 30
|
Duration: 76
minutes
|
Lesson
Overview
(What
this lesson is about)
|
Students do a quiz
and then discuss the unit project.
|
||
Class
Profile
|
Total: 26
students
|
||
Big Idea(s)
|
·
Using algebra to generalize relationships through abstract thinking.
·
Connect the topic with environment protection
|
Curricular Competencies
(What the students will do)
|
Develop
thinking strategies to solve the problem, and explore, analyze, and apply mathematical ideas using linear equations. Using the graphing and addition method to solve system of linear equations.
|
Content Objectives
(What the students will know)
|
By the end
of the lesson students should be able to:
1.
Understand the requirement of
the chapter project
2.
Join a group to work on the project.
3.
Understand the evaluation strategy of the project.
|
Materials and Equipment Needed for this Lesson
|
Scientific Calculators, project,
laptop, whiteboard markers, Grid paper, Quiz 6-1
|
Lesson Stages
|
Teacher Do
|
Students do: Learning
Activities
|
Time Allotted
|
|
1.
|
Warm-up activity
|
Brief review of
6.1-6.2
1.
The definition and grape of solution of system of linear equations.
2.
Using graphing and addition method
strategy
|
Responds to the teacher’s questions.
|
10 minutes
|
2.
|
Quiz
|
Hand out
the Quiz 6-1 sheet.
Walk around,
answer questions.
Collect the
quiz sheet.
|
Do the questions quietly.
Hand in the quiz after finish
|
30 minutes
|
Quiz review
|
Quick review the questions and the answers
|
·
Active listening and raise
questions.
|
10
minutes
|
|
Presentation
part A
|
Chapter 6 project:
Handout: Chapter 6 project (introduction)
Chapter 6 project (final report)
Chapter 6 project (rubric)
·
Ask students to form their own group, each group include 3-4 students.
·
support
·
ask to sign their group name
and numbers on a blank sheet.
·
Explain the requirement and due
date
|
·
Read the handout
·
Form own group and discuss the project, and plan for work.
·
Start their work
|
26 minutes
|
|
5.
|
Closure
|
Collect the group information.
|
||
After
class
|
Work on their project and preview 6.3
|
LESSON PLAN
Subject: FMP 10
|
Grade: 10
|
Date: April 7
|
Duration: 76
minutes
|
Lesson
Overview
(What
this lesson is about)
|
Students do a quiz
for 6.1-6.4 and then do a problem solving related to arithmetic sequence.
Students will use
problem strategy to find the pattern and solve the problem.
|
||
Class
Profile
|
Total: 26
students
|
||
Big Idea(s)
|
·
Using algebra to generalize relationships through abstract thinking.
·
Practice mathematics thinking to solve
questions.
|
Curricular Competencies
(What the students will do)
|
Develop
thinking strategies to solve problem, and explore, analyze, and apply
mathematical ideas using linear equations.
|
Content Objectives
(What the students will know)
|
By the end
of the lesson students should be able to:
Knowledge:
Taste the arithmetic
question, practice a problem-solving strategy.
Finish the assessment of the 6.1- 6.4 (solving system of linear
equations )
|
Materials and Equipment Needed for this Lesson
|
Scientific Calculators, project,
laptop, whiteboard markers, Grid paper, sheet of Quiz 6.1-6.4
|
Lesson Stages
|
Teacher Do
|
Students do: Learning
Activities
|
Time Allotted
|
|
1.
|
Warm-up activity
|
Brief review of
6.1-6.4
|
Responds to the teacher’s questions.
|
10 minutes
|
2.
|
Quiz
|
Hand out
the Quiz-2 sheet.
Walk around,
answer questions.
Collect the
quiz sheet.
|
Do the questions quietly.
Hand in the quiz after finish
|
30 minutes
|
Quiz review
|
Quick review the questions and the answers
|
·
Active listening and raise
questions.
|
10
minutes
|
|
Presentation
part A
|
Problem-solving:
See 6.5.1-Problem solving
·
Project the catch the shade practice sheet.
·
pair of students.
·
Ask them to solve the problem.
·
After they finished, discuss
their answer with other pairs then writes down their process on the board.
|
·
Discuss and practice the
problem solving
·
Discuss with other pairs, and form group ideas to put on the board.
|
15 minutes
|
|
Go through the answers
Emphasize on the problem strategy: analyze the data,
find the patter, abstract to equations, and then solve it. Point out the relation between the linear
equation and the arithmetic sequence.
|
Cooperate with the teacher’s questions.
|
9 minutes
|
||
5.
|
Closure
|
Summary:
In this class, we tasted the arithmetic sequence,
we will go deep discuss next class.
|
2 minutes
|
|
After
class
|
Preview the 6.5, work on the project
|
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