Name: Manuel Hernandez June 16, 2006

Name: Manuel Hernandez June 16, 2006

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(1) Writing in your subject: Students learn to write by writing. Research indicates that students write more when using a computer than when writing by hand.

• Develop a computer-based writing assignment relevant to the theme of your portfolio.

• Explain how this assignment will promote writing skills through the use of computer based resources.

Assignment

1. Explain in your own words why 04

2=+x does not have real roots.

2. Explain in your own words how you would modify 04

2=+x to obtain real roots.

3. Explain why 9! is a complex (imaginary) number. This will promote my students to write since they have to explain why 04

2=+x does

not have real roots. My students would also have to think and write on how they would modify 04

2=+x to obtain real roots. This unit will cover complex (imaginary) numbers

and will help my students in writing skills, since my students will have to explain the meaning of complex numbers. (2) Editing: Research indicates that students edit and revise more when writing on a computer than when writing by hand.

• Use the footnote feature to identify all of the mistakes you can find in this document without the aid of a grammar checker, and repeat with the aid of a grammar checker.

Errors I found without the use of a grammar checker.

The causes of the Revolutionary Warr1 was2 that the the3 English put tacks4 in their tea. Also, the colonists would send their parcels through the post5 without stamps. During the War.6 the7 Red Coats and Paul Revere was throwing

1 War (spelling) 2 Was (Subject Verbal Agreement) 3 The (Duplicate) 4 Taxis (Spelling) 5 Post Office (Spelling) 6 During the War. (Fragment)


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balls over stone walls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too pay for taxis .8 delgats9 from the original 13 states formed an Contented Congress. Thomas Jefferson and Benjamin Franklin were towo10 singers of the Declaration of Independence. Frankin11 declared "A horse divided against itself 12cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion13 of the united states14 was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent. Lincoln's mother died in infancy, and he was born in a log cabin which he built with his own hands. Lincoln said,:15 "in onion there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary War was that the the English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. During the War. The Red Coats and Paul Revere were throwing balls over stone walls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too pay for taxis. Delegates from the original 13 states formed a Contented Congress. Thomas Jefferson and Benjamin Franklin were two singers of the Declaration of Independence. Franking declared "A horse divided against it cannot stand." Franklin died in 1790 and is still dead. Soon the Constitution of the United States was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent. Lincoln's mother died in infancy, and he was born in a log cabin which he built with his own hands. Lincoln said,: "in onion there is great strength."

• What kinds of errors are generally not detected by the software? Give examples. Would you encourage your students to use a grammar/style checker? If so, explain how it might be best employed. If not, explain why not.

The software is not capable of detecting misuse of words or the use of pass and present tents. An example: If I have tow cars and I lend one to my friend how many do I have?

7 The (Capitalization) 8 Taxis (Spacing) 9 Delegates (Spelling) 10 Two (Spelling) 11 Franklin (Spelling) 12 It self (Spacing) 13 Constitution (Spelling) 14 United States (Capitalization) 15 Semicolon (Unnecessary)


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It is unable to detected misuse of the word since the sentence is correct according to the spell checker. However, we must replace tow with two in order for the sentence to make sense. Another example: I use steal to enforce the house. This does not make sense unless we change the word steal to steel. I would recommend my students to use spell checker as a tool. However, I would recommend my students to read the material over to see if spell checker has misuse the word tow instead of two. I would recommend my students to have their parents or older brothers read their assignment after spell checker has proof read it. (3) Analysis of your textbook: Readability is a measure of the comprehensibility or understandability of written text. There are many methods and formulas for determining readability and the related reading age. Teachers should be aware of the readability level of their text as well as the reading level of their students.

• Scan three or more paragraphs from your textbook into a word processor file using OCR software. Perform a document check and readability estimate on the text and include the results in your portfolio.

An

!

"AOB that has its vertex at the center of a circle is a central angle of the circle. An angle like

!

"ACB that has its vertex on a circle and whose sides contain chords of the circle is an inscribed angle of the circle. 1. Estimate the measures of

!

"AOB and

!

"ACB. Then use a protractor to measure the angles. Record the measures in a table with the headings Central Angle and Inscribed Angle.

2.

!

"AOB and

!

"ACB have the same intercepted arc, AB.

• Use a compass to draw a circle. • Draw a central angle and an inscribed angle that have same intercepted arc.

• Measure each angle and record its measure in your table

• Repeat for a second circle. Check students' work.


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3. In your group, compare the measures of each central angle and inscribed angle that have the same intercepted arc. Describe the relationships between the measures. The measure of the central angle is twice the measure of the inscribed angle.

In each circle, the non-overlapping central angles are congruent. 4. What is the sum of the measures of the non-overlapping central angles in each circle? 5. For each circle, find the measure of a central angle?

• According to the computer-generated readability estimates, does this text appear to be appropriate for your students? Explain. (Note: In some programs, document analysis appears at the end of a grammar check).

Figure 1: The Readability Statistics


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The readability statistics shows that students must be reading at a 6.4 grade level in order to do well in the class as shown in figure 1. Thus, if I was teacher I must make sure that my students are reading at a 7 grade level. (4) Equations: Many teachers have the need to incorporate equations into handouts, tests and notes. Equation editors allow you to make equations and then export them as graphics to word processors.

• Use an Equation Editor to create two or more complex equations from your discipline. If your discipline does not use many equations, you may select from the following list.

Quantity MKS Equation A.U. Equation

Potential r

NeV

o!"4

= r

NV =

Field 2

4 r

Ne

o!"

" = 2r

N=!

Electric Potential Energy r

eNNU

o!"4

21= r

NNU

21=

Electric Force 2

21

4 r

eNNF

o!"

= 2

21

r

NNF =

Energy Level of a single

Electron in a multi-electron atom 2

222

2n

ZcmE

ne

n

!"#

2

2

2n

ZE

n

n

!"

(5) Word relationships: English dictionaries contain more than 250,000 words, while Spanish dictionaries contain approximately 100,000 words, and most other languages have far fewer. English has an extensive vocabulary and many synonyms. This can cause difficulties for English learners. An electronic thesaurus may be used to help students understand the complex relationship within the English lexicon.

• Using a thesaurus, paraphrase the preamble of the Constitution. Include at least ten logical substitutions for the original words. You may use the built-in thesaurus (Tools/Language/Thesaurus) in Word or internet resources such as Merriam Webster's Dictionary & Thesaurus, or Roget's Thesaurus. Describe (with an


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example) how you can use a thesaurus when trying to explain the meanings of difficult words to your students

Preamble: We the People of the United States, in Order to structure form a more perfect Union, establish institute Justice, assure domestic Tranquility Harmony, provide supply for the general defense, support the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, achieve order and institute this Constitution for the United States of America. If my students are having a difficult time understanding a word I would ask them to use a Thesaurus. For example, students have a hard time in math understanding the word illustrate. Many word problems use the word illustrated as shown below in problem number 1. 1. Can you illustrate that 04

2=+x are imaginary numbers?

If this problem use show instead of illustrate then student will understand the problem. 1. Can you show that 04

2=+x are imaginary numbers?

Thus, I would recommend Thesaurus to understand the meaning of the word and to help them solve the problem.

(6) Mastering Content Vocabulary: Although modern English has the largest and most complex lexicon of any language in history, the meanings of many words can be determined if one knows the common prefixes, suffixes and root words. Knowledge of such morphemes is particularly useful for English learners who face the formidable challenge of mastering English vocabulary, with all of its many nuances. According to Richard E. Hodges of the University of Puget Sound ("Improving Spelling and Vocabulary in the Secondary School; 1982, p 30) ,“If you were to examine the 20,000 most used English words, you would find that about 5,000 of them contain prefixes and that 82 percent (about 4,100) of those words use one of only fourteen different prefixes out of all the available prefixes in the language.” Thus, if students master these prefixes, they will know clues to the meanings of thousands of words." *TPE-tip. TPE 7 requires teachers to "implement an instructional program that facilitates English language development, including reading, writing, listening and speaking skills" You may wish to develop a root-word bank for the subject you teach and show how it facilitates vocabulary development (TPE-7)

• Identify five words commonly used in your subject. Identify one or more prefixes, suffixes or roots from each. Use an online dictionary to identify 5 or more other words in the English language that use these morphemes as per the example. When searching, you will need to use standard wildcards: *=multiple characters; ?=single character.


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Root Meaning Five or more related words that share this root dict- (from dictionary)

tell, pronounce dictator (one whose word is law), diction (enunciation), edict (a formal pronouncement or command.), dictum (an authoritative, often formal pronouncement), dictate (to say or read aloud to be recorded or written by another)

Ultra- Going beyond others

ultraviolet (having a wavelength shorter than those of visible light), ultrasound (vibration of the same physical nature), ultracentrifuge (a high speed centrifuge able to separate small particles), ultramodern (excessively modern in idea), ultrasonic (having a frequency too high to be heard) ultramarine ( a deep blue pigment)

Micro- Very Small micrometer (a caliper), microampere (a unit of current), microscope (an optical instrument for enlarging), micron (one millionth of a meter) microbe (one causing disease)

Graph- A diagram graphics (a picture use for illustration), graphite (a soft black form of carbon), grapheme (a set of written symbols), graphology (the study of handwriting), graphical (being written, drawn, or engraved)

Multi- Many times over

multiply (to increase in number), multiuse (designed for several uses), multilateral (having many sides), multitude (a great number), multilevel (having several levels)

Poly- Several, Many polygon (a closed plane figure bounded by straight lines), polynomial (an algebraic expression having one or more terms), polymer (a chemical compound formed by union), polygraph (an instrument for recording variation of bodily functions), polyphony (music consisting of two or more independent harmonies)

• English has acquired words from many languages as seen in this story. It is helpful to show students these foreign words and cognates so they can better understand the historical relationship between English and other languages and look for cognates when learning new terms. Translate 5 or more words from your discipline into each of four languages using Sherlock, Logos or other resources. Include the translations in your portfolio. Identify cognates and explain how you can use them to help students master English.


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Figure 2: Demonstrates the cognates in 7 different languages.

Languages Word 1 Word 2 Word 3 Word 4 Word 5 English Multiplication Elimination Graph Add Mathematics Italian Moltiplicazione Eliminazione Graph Addizionare Matematica Spanish Multiplicacion Eliminacion Grafico Sumar Matematicas Germany Multiplikation Elimination Diagramm Hinzufugen Mathematik Table 1: Demonstrates five different words use in math and translated in Italian, Spanish, and Germany. Figure 2 shows the website for logos. The word elimination is translated in seven different languages. Table 1 shows multiplication, elimination, graph, add, and mathematics translated to Italian, Spanish, and Germany. Notice how elimination is the same in English and Germany. Thus, if I was visiting Germany and I heard the word elimination I know its elimination. My ESL student could use logos to translated words from Spanish to English. Therefore, logos will help my students learn English.

• One way to interest students in the significance of words is to have them study the meaning of their own names. Identify the meaning of five common first names of students in your class.


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Figure 3: Demonstrates the meaning for Manuel

Name Meaning

Manuel Is “God is with us”. This was the name of two kings of Portugal and two Byzantine emperors.

John Is “gracious”. This name owes its consistent popularity to two New Testament characters, both highly revered as saints.

Maria Is “beloved” or “love”. This was the name of several queens of Portugal. Latinate form of Mary. .

Oscar Is “deer lover” or “God Spear”. Jose (Joseph) Is “he will add”. In the Old Testament

Joseph was the eleventh son of Jacob. (8) Communicating with English Learners and their families: Southern California is home to a very diverse population, many of whom are immigrants from non-English speaking countries. Translation programs can help break down some of the language barriers between teachers, their students, and the families of these students.

• Use translation software (such as Sherlock, FreeTranslation.com or AltaVista Translation Service) to translate a simple document from your class into one or more languages spoken by students in your class. If possible, show this to someone who is fluent in English and the language into which you have translated it, and explain any potential problems.


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Figure 4: Demonstrates the software Sherlock-Translation

Name: __________________

Last name: ________________ Mr. Hernandez

Period 1 June 30, 2006

Letter to Parent

Welcome to my Algebra One Class. I am looking forward to an exciting semester

of math with an exploration of the real world mathematics. I am a strong believer of my student’s ability to learn math and accomplish their goals in math. My students will be successful in my math class since I will make this learning experience fun. As a teacher I will help all of my students to become better problem solvers in math.

Behavior and Expectations I expect the following behavior and expectations from all of my students:


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Be on time unless you have a tardy excuse. No food, drinks, or candy (include gum) in my classroom. Bring your math text books, notebooks, papers, pencil, and eraser to class. Be respectful to your peers, teachers, and school property at all times. Keep your classroom clean and organize at all times. Raise your hand at all times to request to talk in class. No cell phones, beepers, or laptops allowed in class.

Consequences

1st Occurrence: Verbal Warning 2nd Occurrence: One to one talk with the teacher 3rd Occurrence: Quality Time (After School) 4th Occurrence: Phone Call to the parents 5th Occurrence: Parent to Teacher Conference 6th Occurrence: Principle office 7th Occurrence: Suspension However, any student who fights physically or verbally in my classroom will be sent to the Principles office with no warning.

Assessment and Grading

Each assignment may include the following methods for mathematics assessment. Warm ups Class Participation (includes helping others understand lesson units in math) Homework Quizzes Projects Exams

Grading will be break down as follows:

100% - 90 % = A 89% - 80 % = B 79% - 70 % = C 69% - 60 % = D 59% - 50 % = F

All grading will be done in a percent system. There will be 3 exams given in class (date to be announce). Warm ups will be given in class every day during the first 10 minutes of class. Popup quizzes will be given in class when student do not participated. Homework will be collected and assign everyday. There will be a total of two\three projects (date to be announce). A final will be given on December 15, 2006. Thus, the assignments will be grade as follows:


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Warm ups 10 % Exams 30 % Quizzes/Class Participation 10 % Homework 15 % Projects 15 % Final 20 %

Homework Policy

Homework will be given everyday and will be collected the day after. Homework will be assigned at the beginning of class. Students are responsible to write the assignment number and heading as shown on top in the right hand side of this article. They must turn their homework the next day. Homework that is one day late will receive a deduction of 20 %. After two days late, I will not receive any homework assignment unless you have a medical excuse.

Make Up Policy There is no make up quizzes and warm ups in my class unless you have a doctor excuse. Projects have to be presented on time. There is no make up for presentations. The final will be on December 15, 2006. There is no make up for the final exam. Exams will be announce and no make ups will be given. Students who miss an exam will have to make it up on the next since it will be worth 20 % of their grade.

Textbook Policy

All students will be assign one textbook and the must bring the textbook to class everyday. They must take their textbook home everyday in order to complete their homework assignments. Textbooks will be reviewed for conditions every Monday by the student in the front roll. Any textbook that is damaged must be replaced by paying $120.00 as well as any additional consequence of a homework assignment.

Schedule of Semester

Textbook: Hands-On Algebra Author: Frances M. Thompson Week 1-2: Unit 1- Introduction

Order the set of integers Add with integers Subtract with integers Multiply with integer Divide with integers Week 3-4: Unit 2-Operations Develop and apply the distributed property to real numbers


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Define an order for applying the four operations to the real numbers Explore other properties of the real numbers

Week 5-6: Unit 3-Linear Forms Evaluate algebraic expressions Solve linear equations in one variable Solve linear equations having multiple amounts Week 7-8: Unit 4-Functions Combine processes to solve liner equations Solve linear equations involving fractional amounts Week 9-10 Unit 5-Linear Applications Model linear relationships Investigate linear relationships in geometry Explore ratios Investigate linear or arithmetic sequence Week 11-12 Unit 6-Graphing Compare the vertical change Explore minimal numerical conditions Explore the role of the constant b Fit linear curves Locate points in disjoint regions Week 13-14 Unit 7-Exponents Develop the concept of exponents Combine like terms Week 15-16 Unit 8-Factoring Factor polynomials of second degree Give the expression for the general N-th term polynomial Completing the square Week 17-18 Unit 9-Quadratic concepts Find products of second degree Find products in real numbers Find products in imaginary numbers Week 19-20 Project Presentation and Final Exam ------------------------------------------------------------------------------------------------------------ Please return this page only. Retain the attached for reference. By signing this paper you have agree that you have read and discussed with your child the requirements for my class. Parent/Guardian Signature Date


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Student Signature Date

Comments:

Teacher Signature Date

Nombre del estudiante: __________________ Apellido: ________________

Mr. Hernandez Periodo 1

Junio 30, 2006

Carta para los padres de familia

Le doy la bienvenida a mi álgebra uno. Estoy mirando adelante a un semestre emocionante de las matemáticas con una exploración de las matemáticas verdaderas del mundo. Soy un creyente fuerte de la capacidad de mis estudiantes de aprender matemáticas y de lograr sus metas en matemáticas. Mis estudiantes serán los mejores del mundo en mi clase de las matemáticas puesto que la experiencia será divertida. Como el profesor yo ayudaré a todos mis estudiantes a hacer los mejores de resolver problemas en matemáticas.

Comportamiento y expectativas Cuento con el comportamiento y las expectativas siguientes de todos mis estudiantes:

Estar a tiempo al menos que tengan una excusa. No alimentos, bebidas, o dulces en mi clase. Que no se les olvide de traer sus libros de matemáticas, cuadernos, papel, lápiz, y

borradores a mi clase. Sea respetuoso/a a sus maestro, a sus compañeros, a sus compañeras, y respetar

las propiedad de la escuela. Tienen que limpiar y ordenar la clase. Tienen que levantar su mano para hablar en mi clase.


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No permito celulares, beepers, o computadoras portátiles en mi clase.

Consecuencias Primera Ocurrencia: Será Alerta Verbal Segunda Ocurrencia: Charla con el maestro Tercera Ocurrencia: Tiempo De Calidad (Después De Escuela) Cuarta Ocurrencia: Llamada telefónica a los padres de familia Quinta Ocurrencia: Conferencia con los padres de familia Sexta Ocurrencia: El estudiante visitara la oficina Séptima Ocurrencia: Suspensión Sin embargo, enviaré cualquier estudiante que se peleye físicamente o verbalmente en mi clase a la oficina sin alerta.

Evaluación y calificación Cada asignación puede incluir los métodos siguientes para la calificación de las matemáticas

Ejercicios Participación en la clase (incluye ayudar a otros entender la unidad de la lección

en matemáticas) Tarea Concursos Proyectos Exámenes

La calificación será analizada como sigue:

100% - 90 % = A 89% - 80 % = B 79% - 70 % = C 69% - 60 % = D 59% - 50 % = F

Todas la calificaciones será registradas en el sistema de por cientos. Los estudiantes tendrán 3 exámenes dados en clase. La fecha será anunciada. Ejercicios serán dados cada día durante los primeros 10 minutos de clase. Los concursos serán dados en clase cuando los estudiantes no participan. La tarea será recogida y asignada diaria. Los estudiantes tendrán dos o tres exámenes dados en clase. Los estudiantes tendrán un final el 15 de diciembre del 2006. Las calificaciones serán dadas como siguen:

Ejercicios 10% Exámenes 30% Concursos/Participación en la clase 10%


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Tarea 15% Proyectos 15% Final 20%

Política de la Tarea

La tarea será dada diario y recogida el día siguiente. La tarea será asignada al principio de la clase. Los estudiantes son responsables anotar la tarea y entregarla el día siguiente. La tarea recibida dos días tarde recibirá una deducción de 20 %. Después de dos días la tarea no será recibida al menos que usted tenga una excusa del medico.

La Política de entregar tarde el trabajo Los estudiantes que no atiendan la clase no podrán hacer concursos en mi clase al menos que tengan una excusa del medico. Los proyectos tienen que ser presentados a tiempo. Los estudiantes no pueden presentar presentaciones tardes. El final será el 15 de diciembre del 2006. Los estudiantes no pueden faltar el examen final. Los exámenes serán anunciados y los estudiantes no pueden faltar. Los estudiantes que falten un examen tendrán que hacer mejor en el siguiente examen, porque el siguiente examen tendrá el valor de 20 % de su grado.

La Política de los Libros Todos los estudiantes serán asignados a un libro de matemáticas y necesitan que traer sus libro de matemáticas diario. Deben llevarse sus libros de textos diarios para terminar su tarea. Todos los lunes, los estudiantes repasaran los libros para obtener las condiciones de los libros de matemáticas. Cualquier libro que este dañado los estudiantes deben de sustituir el libro pagando $120.00.

Horario del Semestre

Libro: Hands-On Algebra Author: Frances M. Thompson Semana 1-2: Unit 1- Introduction

Order the set of integers Add with integers Subtract with integers Multiply with integer Divide with integers Semana 3-4: Unit 2-Operations Develop and apply the distributed property to real numbers


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Define an order for applying the four operations to the real numbers Explore other properties of the real numbers

Semana 5-6: Unit 3-Linear Forms Evaluate algebraic expressions Solve linear equations in one variable Solve linear equations having multiple amounts Semana 7-8: Unit 4-Functions Combine processes to solve liner equations Solve linear equations involving fractional amounts Semana 9-10 Unit 5-Linear Applications Model linear relationships Investigate linear relationships in geometry Explore ratios Investigate linear or arithmetic sequence Semana 11-12 Unit 6-Graphing Compare the vertical change Explore minimal numerical conditions Explore the role of the constant b Fit linear curves Locate points in disjoint regions Semana 13-14 Unit 7-Exponents Develop the concept of exponents Combine like terms Semana 15-16 Unit 8-Factoring Factor polynomials of second degree Give the expression for the general N-th term polynomial Completing the square Semanas 17-18 Unit 9-Quadratic concepts Find products of second degree Find products in real numbers Find products in imaginary numbers Semanas 19-20 Project Presentation and Final Exam ------------------------------------------------------------------------------------------------------------ Regrese por favor esta página solamente. Conserve las otras páginas como referencia. Firmando este papel usted esta de acuerdo con mi clase, y leído con su niño/a los requisitos para mi clase.


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Firma De El Padre/Guardian Fecha Firma Del Estudiante Fecha Firma Del Professor Fecha Comentarios: The software Sherlock and AltaVista need further improvement when they translate from English to Spanish as shown in figure 4. The font in red represents some of changes that I had to make in order for the letter to parent to make sense. However, these are good software to use.

Name: Manuel Hernandez June 16, 2006

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