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Welcome. CAPSTONE EDST 6306NA BY DENNIS PHILLIPS. WHO AM I? FORMER MIDDLES GRADES MATH TEACH (3 YRS) JAMES STEVENS ACADEMY REGULAR MATH FROM JAMAICA LIVES IN FORT MYERS, FLORIDA ENJOYS A NATURAL SETTING LIKES TO TRAVEL AND HAVE FUN FATHER OF FIVE SETONIAN CLASS OF 2000
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Welcome CAPSTONE EDST 6306NA BY DENNIS PHILLIPS
WHO AM I? FORMER MIDDLES GRADES MATH TEACH (3 YRS) JAMES STEVENS ACADEMY REGULAR MATH FROM JAMAICA LIVES IN FORT MYERS, FLORIDA ENJOYS A NATURAL SETTING LIKES TO TRAVEL AND HAVE FUN FATHER OF FIVE SETONIAN CLASS OF 2000 BS – SHU (FINANCE) Kingston; Jamaica WHERE AM I NOW
INTRODUCTION TO THE UNIT • The unit is about finding slopes and y-intercepts through graphing and analyzing functions. • The unit is designed for the beginners in middle grade mathematics to develop skills required to master the function section of 8th grade mathematics curriculum. • They are 8 lessons, modeled to be covered in 10 days • Learner centered • Can be an introduction to quadratic equations
INTRODUCTION TO THE UNIT 11 • Gives a real life connection to math and everyday life • Uses visual, written and interactive approach • Satisfy new jersey core curriculum standard for mathematics 8f • Unit Outline 6306.docx; • Timeline; • Final project
AUDIENCE DESCRIPTION • Regular 8th grade math class • 21 students:12 female, 9 male • 8 Caucasian, 4 African- American, 9 Hispanics • 9-iep, 1-504 plan, • Learning styles: auditory, visual, kinesthetic, tactile • Urban communities
BROAD UNIT GOALS • Students will define, evaluate, and compare functions • Students will know that the graph of a function is the set of ordered pairs consisting of an Input and the corresponding Output • Students will graph ordered pairs and name slopes • Students will Analyze a function graphically and algebraically and describe qualitatively the functional relationship (e.g., where the function is increasing or decreasing, linear or non-linear)
BROAD UNIT GOALS 11 • Students will find slopes and y-intercept given a linear equation • Students will write the equation for a line given slope and y-intercept • Students will write the equation for a line given any 2 points • Students will Identify lines with less or greater slopes • Students will create a table of values for a function • Students will Interpret the equation y= mx + b as defining a linear function whose graph is a straight line
Lesson plans and Poster LESSON PLAN 1 GOAL: Rate of change: Finding slope and Y-intercepts of a line Click to see lesson Plan 2 LESSON PLAN 1 GOAL: Graph a function using ordered pair coordinate in (x, y), label and name slopes. Click to see lesson Plan 1
GETTING STARTED Competences Needed Knowledgeable on slope and y-intercept Comfortable using PowerPoint and being able to navigate between links ****start lesson by clicking on the link