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Welcome

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

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  1. Welcome CAPSTONE EDST 6306NA BY DENNIS PHILLIPS

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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)

  7. 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

  8. 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

  9. 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

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