Final Project Proposal
Lesson Plan
Math Department
Sara Borosky
Title: Introduction to Multiplication of Integers.
Grade Ranges:
6-8
Subject Tag:
Math: Pre-Algebra: Multiplication of Integers
Synopsis:
Students will learn the pattern of multiplying positive and negative integers to gain speed and accuracy by singing the “Good and Bad Times” ballad. Student should already know their multiplication tables through x12.
Presentation:
Students begin by practicing and accuracy of only positive integers. Play the song, “Nothing from Nothing,” by Billy Preston to introduce the topic and provide students a copy of the lyrics and discuss how this can relate to math. The ballad will be introduced at this time to help students remember the rules of multiplication of integers.
Student participation:
Students will learn to sing the rap, and repeat it until familiar with the rhythm and lyrics. Finally, students will create their own lyrics using positive and negative scenarios, which they will put to music.
Song: Rap.
Good and Bad Times
Here we go….
Here we go….
Oh yeah…
Are you ready,
Let’s make it happen.
Everybody grab your pencils
and sit up straight
lets get on with the lesson
Times are tough
Times are hard they say.
But, they don’t know jack
Because they haven’t learned the Borosky way
When it comes to multiplying integers, all you gotta remember is this…
When something good happens to somebody you like, that’s good.
When something bad happens to somebody that you like, that’s bad.
And When something good happens to somebody you don’t like, you know that bad.
But, when something bad happens to somebody you don’t like, well that’s very, very good.
It’s like when your homeboy makes the team, we are so happy, because that is sooo good.
But, when your homeboy takes a hit on the field, that’s just bad, wrong I say.
And you know, when your worst enemy get’s the honey we all wanted, that’s shameful that’s so bad.
But here’s the best part,
When that same honey, slaps that dirty dawg, that is just so so right.
When something good happens to somebody you like, that’s good.
When something bad happens to somebody that you like, that’s bad.
And When something good happens to somebody you don’t like, you know that bad.
But, when something bad happens to somebody you don’t like, well that’s very, very good.
It’s like when your momma makes your favorite dinner…that’s yu mmy good.
But, when your momma who you love more than anything in the world, washes your favorite white shirt with your sister’s red underwear that wrong.
And if your momma buys that annoying sister of yours a new video game, that’s wrong too.
But, when your momma catches your sister sneaking out meeting her boyfriend and she is just so busted, you are once more so righteous. And that is just so good.
When something good happens to somebody you like, that’s good.
When something bad happens to somebody that you like, that’s bad.
And When something good happens to somebody you don’t like, you know that bad.
But, when something bad happens to somebody you don’t like, well that’s very, very good.
So remember,
Positive times positive is positive.
Positive times negative is negative.
Negative times positive is negative.
Negative times negative is positive.
One more time,
Positive times positive is positive.
Positive times negative is negative.
Negative times positive is negative.
Negative times negative is positive.
Learning Styles:
1. The constructivist aspect of this lesson is that students will build on their knowledge of mathematical concepts based on real life situations. Constructivism is a psychological theory of knowledge which argues that humans construct knowledge and meaning from their experiences. (Constructivism, 2009.)
2. Students who are mathematical/logistic because of the math operations, musical because of the singing, and linguistic because of the lyrics and coming up with their own example of the song are intelligences that would do extremely well on this assignment.
Lesson Objectives:
1. Students will be able to multiply integers.
Time Required:
100 minutes. Two class periods
Technology and Materials Needed:
Ø CD player
Ø White board, Black board, or Projector with screen.
Ø Papear
Ø Pencils or pens
Ø Song – “Nothing from Nothing,” by Billy Preston
Assessment Criteria:
1. Assessment on multiplying integers.
Career Goals/Self Analysis:
I believe that this lesson plan of academic work can affect my goals for my students because it prepares them for standardized tests and specializes in reaching the students in a different way, opposed only relying on the text book. Introducing music into the classroom can be a positive and rewarding experience to both the teacher and the students and still maintain the academic rigor that is required by state standards.
References
Constructivism. (2009). In Wikipedia, The Free Encyclopedia. Retrieved, January 28, 2009, from http://en.wikipedia.org/w/index.php?title=Constructivism_(learning_theory)&oldid=2658 93377
Nothing from Nothing (Billy Preston song). (2009.). In Wikipedia, The Free Encyclopedia. Retrieved 19:41, February 1, 2009, from http://en.wikipedia.org/w/index.php?title=Nothing_from_Nothing_(Billy_Preston_song) &oldid=263342669
Sunday, February 1, 2009
Sunday, January 11, 2009
Wednesday, November 19, 2008
Sunday, October 19, 2008
Monday, September 15, 2008
Thursday, September 11, 2008
discuss
Constructivist Approach…
Nancy Keck
Constructivism has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. Giambatista Vico commented in a treatise in 1710 that "one only knows something if one can explain it "(Yager, 1991).
Education should be viewed as learners constructing their own knowledge with teacher as facilitator. Learning is student – based…
In the new Connected Math Program…teachers assist the students in developing new insights by connecting them with prior learning experiences. Ideas are presented as broad concepts and then broken down into parts. The activities are student centered and students are encouraged to ask their own questions, carry out their own experiments, write or discuss their reflections on the activity.
Example from Moving Straight Ahead (Connected Math Program, 2008)
Problem 1.1
1.2
Finding and Using Rates
To determine your walking rate:
• Line up ten meter sticks, end to end (or mark off
100 meters), in the hall of your school.
• Have a partner time your walk.
• Start at one end and walk the length of the ten
meter sticks using your normal walking pace.
A. What is your walking rate in meters per second?
B. Assume you continue to walk at this constant rate.
1. How long would it take you to walk 500 meters?
2. How far could you walk in 30 seconds? In 10 minutes? In 1 hour?
3. Describe in words the distance in meters you could walk in a given
number of seconds.
4. Write an equation that represents the distance d in meters that you
could walk in t seconds if you maintain this pace.
5. Use the equation to predict the distance you would walk in 45 seconds.
Problems in the classroom…Teachers are used to “teaching” knowledge, it is hard not to direct students to the right answers.
Use cooperative or collaborative learning activities
Our students were involved in a “ropes” activity day that was designed to explore group interaction, problem solving, leadership, cooperation, collaboration skills, decision-making, trust, and cohesion in their teams. The students formed groups/teams and they were given a word to spell with their bodies. The other teams had to guess the word.
Problems…Hogs and logs…A few students will try to run everything while the others sit back and say nothing.
Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from rest of our lives. We learn in relationship to what else we know, what we believe, our prejudices and our fears.
Our Students are involved in the America Supports You “Freedom Walk”
Walk with us... On 9/11...Celebrate Freedom... and Remember
On September 11, 2008 Greenwood Lakes Middle School will join with other cities and schools across America to host an America Supports You Freedom Walk to commemorate the lives lost on 9/11/2001 and honor veterans/current troops.
Date: September 11, 2008
Where: School Track/Greenwood Lakes Middle School (601 Lake Park Drive Lake Mary, Florida)
Time: 9:00 am
WHAT IS THE AMERICA SUPPORTS YOU FREEDOM WALK?
The America Supports You Freedom Walk is a national tradition that calls on people to reflect on the lives lost on September 11, 2001, remember those who responded, honor our veterans past and present, and renew our commitment to freedom and the values of our country. Each year the number of walks held throughout the nation grows, as more people are moved to participate. The tradition was born when Pentagon employees, seeking a way to honor the victims of the attack on the Pentagon and their families, and pay tribute to those who responded to that attack as well as those who serve, organized a walk from the Pentagon to the National Mall. Nearly 15,000 people took part. Now, America Supports You Freedom Walks are taking place in communities across the nation. Last year 255 communities participated, and every state was represented, along with eight nations overseas.
Contact: Nancy Keck, Margie Dilmore, or Robin Abrams
Greenwood Lakes Middle School
601 Lake Park Dr
Lake Mary, Fl
407 320-7650
Problems…Most of the “community service” activities have to be done on students’ own time.
The key to success lies in finding the appropriate points for integrating technology into new pedagogical practice, so that it support the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future (Strommen & Lincoln, 1992).
http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/five%20tenets.htm)
Nancy Keck
Constructivism has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. Giambatista Vico commented in a treatise in 1710 that "one only knows something if one can explain it "(Yager, 1991).
Education should be viewed as learners constructing their own knowledge with teacher as facilitator. Learning is student – based…
In the new Connected Math Program…teachers assist the students in developing new insights by connecting them with prior learning experiences. Ideas are presented as broad concepts and then broken down into parts. The activities are student centered and students are encouraged to ask their own questions, carry out their own experiments, write or discuss their reflections on the activity.
Example from Moving Straight Ahead (Connected Math Program, 2008)
Problem 1.1
1.2
Finding and Using Rates
To determine your walking rate:
• Line up ten meter sticks, end to end (or mark off
100 meters), in the hall of your school.
• Have a partner time your walk.
• Start at one end and walk the length of the ten
meter sticks using your normal walking pace.
A. What is your walking rate in meters per second?
B. Assume you continue to walk at this constant rate.
1. How long would it take you to walk 500 meters?
2. How far could you walk in 30 seconds? In 10 minutes? In 1 hour?
3. Describe in words the distance in meters you could walk in a given
number of seconds.
4. Write an equation that represents the distance d in meters that you
could walk in t seconds if you maintain this pace.
5. Use the equation to predict the distance you would walk in 45 seconds.
Problems in the classroom…Teachers are used to “teaching” knowledge, it is hard not to direct students to the right answers.
Use cooperative or collaborative learning activities
Our students were involved in a “ropes” activity day that was designed to explore group interaction, problem solving, leadership, cooperation, collaboration skills, decision-making, trust, and cohesion in their teams. The students formed groups/teams and they were given a word to spell with their bodies. The other teams had to guess the word.
Problems…Hogs and logs…A few students will try to run everything while the others sit back and say nothing.
Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from rest of our lives. We learn in relationship to what else we know, what we believe, our prejudices and our fears.
Our Students are involved in the America Supports You “Freedom Walk”
Walk with us... On 9/11...Celebrate Freedom... and Remember
On September 11, 2008 Greenwood Lakes Middle School will join with other cities and schools across America to host an America Supports You Freedom Walk to commemorate the lives lost on 9/11/2001 and honor veterans/current troops.
Date: September 11, 2008
Where: School Track/Greenwood Lakes Middle School (601 Lake Park Drive Lake Mary, Florida)
Time: 9:00 am
WHAT IS THE AMERICA SUPPORTS YOU FREEDOM WALK?
The America Supports You Freedom Walk is a national tradition that calls on people to reflect on the lives lost on September 11, 2001, remember those who responded, honor our veterans past and present, and renew our commitment to freedom and the values of our country. Each year the number of walks held throughout the nation grows, as more people are moved to participate. The tradition was born when Pentagon employees, seeking a way to honor the victims of the attack on the Pentagon and their families, and pay tribute to those who responded to that attack as well as those who serve, organized a walk from the Pentagon to the National Mall. Nearly 15,000 people took part. Now, America Supports You Freedom Walks are taking place in communities across the nation. Last year 255 communities participated, and every state was represented, along with eight nations overseas.
Contact: Nancy Keck, Margie Dilmore, or Robin Abrams
Greenwood Lakes Middle School
601 Lake Park Dr
Lake Mary, Fl
407 320-7650
Problems…Most of the “community service” activities have to be done on students’ own time.
The key to success lies in finding the appropriate points for integrating technology into new pedagogical practice, so that it support the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future (Strommen & Lincoln, 1992).
http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/five%20tenets.htm)
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