Shawn Saylor - University of Missouri–St. Louiswadsworthbrownd/SP13WFTPages/Saylor_Web_(1).pdf ·...

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“In all my efforts to learn to read, my mother shared fully my ambition and sympathized with me and aided me in every way she could. If I have done anything in life worth attention, I feel sure that I inherited the disposition from my mother.” ~ Booker T. Washington Booker T. Washington articulated his mother’s compassionate innate disposition. His quote embodies the very reason it is my desire to become a teacher. Parents are children’s primary role model. Likewise, teachers emulate many of the same qualities of parents. I am a mother of two extraordinary young ladies, a wife of eighteen years, a college student, and a guest teacher. While this may seem daunting, it has boosted my ability to prioritize. Being a parent requires patience, a wife compromise, a college student determination, and a guest teacher composure. All of these attributes are not necessarily innate; rather they are refined as I learn from my mistakes. However, my ability to nurture and support my children comes from within. I aspire to motivate and encourage my girls to always do their best. My goal, for both of them, is to be strong, independent, and compassionate women. I inherited this disposition from my mother. As a teacher, I will care for my students in the same manner as I do my daughters. Rob, Haley, Lauren, & Shawn 2012 Shawn Saylor “Go down deep enough into anything and you will find mathematics!~ Dean Schlicter

Transcript of Shawn Saylor - University of Missouri–St. Louiswadsworthbrownd/SP13WFTPages/Saylor_Web_(1).pdf ·...

“In all my efforts to learn to read, my mother shared fully my ambition and sympathized with me and aided me in every way she could. If I have done anything in life worth attention, I feel sure that I inherited the disposition from my mother.” ~ Booker T. Washington

Booker T. Washington articulated his mother’s compassionate innate disposition. His quote embodies the very reason it is my desire to become a teacher. Parents are children’s primary role model. Likewise, teachers emulate many of the same qualities of parents. I am a mother of two extraordinary young ladies, a wife of eighteen years, a college student, and a guest teacher. While this may seem daunting, it has boosted my ability to prioritize. Being a parent requires patience, a wife – compromise, a college student – determination, and a guest teacher – composure. All of these attributes are not necessarily innate; rather they are refined as I learn from my mistakes. However, my ability to nurture and support my children comes from within. I aspire to motivate and encourage my girls to always do their best. My goal, for both of them, is to be strong, independent, and compassionate women. I inherited this disposition from my mother. As a teacher, I will care for my students in the same manner as I do my daughters.

Rob, Haley, Lauren, & Shawn

2012

Shawn Saylor

“Go down deep enough into anything and you will find mathematics!” ~ Dean Schlicter

Shawn Saylor 8th grade Algebra “Real World Shapes” – Digital Photography Geometry: Polygons and Transformations Rationale Students’ ability to work together and connect mathematics to their world is the most important outcome in my classroom. To achieve that goal I am utilizing a 20day geometry assignment, which will result in a presentation of their “Real World Shapes.” Group presentations will incorporate students’ descriptions, classification, digital photography, and transformations of specific polygons from their neighborhood. Summary Throughout this unit students will complete a geometry booklet which will include sketches, drawings, diagrams and definitions of: angle pairs, angles and triangles, quadrilaterals, polygons and angles, congruent polygons, reflections and symmetry, translations and rotations, and similarity and dilations. Students will go geocaching to review angle pairs, angles and triangles. Students will explore their neighborhoods, taking digital photographs of specific polygons in order to enhance their learning. Students will pool their findings with their quarterly group to develop a group presentation. Each group will create an electronic display that shows their real world examples and present to their class. Objectives

Given a geometric shape, students will be able to transform image performing reflections/flips, rotations/turns, and translations/slides on said object according to given directions.

Upon completion of this lesson, students will be able to differentiate between reflection/flip, rotation/turn, and translation/slide.

Students will utilize digital visual models, found in the real world, to represent and solve problems.

Students will be able to identify the number of rotational symmetries of regular use polygons.

Students will create polygons that depict corresponding sides, corresponding angles and corresponding perimeters.

Writing Strategies

Graffiti Wall – to preassess students’ knowledge, they will use colorful markers to write what they know about subject on poster paper. Students will be encouraged to add information throughout the unit.

Interactive Student Notebooks will include:

Note taking – students are encouraged to write, in their own words, their own reflections and perceptions of objectives, vocabulary, and activities (ISN).

Writing break – during specific points during class, students stop and reflect in writing on the activities happening or information being presented (ISN).

Thinkwriteshare – students are presented open ended question, students are given a few minutes to think, and then write answer on a sticky note. Students then post notes on the board which we discuss.

“Mathography” – students will write a paragraph or so describing how their feelings about and experience in math, both in and out of school.

Length of Unit 15 days Materials & Resources School will provide:

o Printer / Paper o Computer lab / internet access

Teacher will provide: o Geometry Booklet o Transformation foldable o Post-it Poster o Copies of School Internet Usage Policy o Student Unit Schedule o Project Rubric o Digital camera o Tangram pieces o Tangram website link o Geocaching Worksheet o Geocaching website link o Geometry Flyswatter Game o 2 flyswatters

Students will provide: o ISN (Interactive Student Notebook) o Pencils, colored pencils, scissors, tape and/or glue stick

(stored in pencil box in the classroom) o Digital camera e.g., smartphone camera (if available)

Assessment PreAssessment: Graffiti Wall

Formative: ISN – Sketches, drawings, diagrams Summative:

o Geometry Booklet o Shapes in the “Real World” Presentation o Unit Test (students may use their geometry booklet)

Mon Tue Wed Thu Fri

1 LP #1 Google Survey video Decorate Geometry Booklets Netflix—documentary “Real World Shapes” Asgnmt

2 LP #1 ISN: angle pair flashcards Writing break Angle Pair Assignment

3 LP #1 Quiz ISN: foldable & arrows Reflection Angle/Triangle Assignment

4 LP #1 Quiz Review Computer Lab — MathCashing

5 LP #2 Graffiti Wall ISN: Quad Chart Class discussion ISN: ThinkWriteShare

8 LP #2 Quiz Hallway Geometry Graffiti * ”Real World Shapes”

9 LP #2 ISN: Poly & Angles Foldable ThinkWriteShare Polygons/Angle Assignment

10 LP #2 Quiz Review—Chalktalk Writing Break * ”Real World Shapes”

11 LP #2 ISN: handout Note taking Congruent Polygons Assignment

12 LP #3 Graffiti Wall ISN: Reflect/Symmetry Foldable Reflect/Symmetry Assignment

15 LP #3 ISN: Trans/Rotate Foldable Trans/Rotate Assignment Reflection

16 LP #3 ISN: Similar/Dilation Similar/Dilation Assignment Writing Break

17 LP #3 Quiz “Mathology”

18 LP #3 Computer Lab — ”Real World Shapes”

19 LP #3 ISN check Tangram Review

22 LP #3 Test

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24 * if free time allows 25 26

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April 2013 Mrs. Saylor

8th Grade Algebra

8.5 Congruent Polygons 8.6 Reflections and Symmetry 8.7 Translations and Rotations 8.8 Similarity and Dilations

Chapter 8: Polygons and Transformations

8.1 Angle Pairs 8.2 Angles and Triangles 8.3 Quadrilaterals 8.4 Polygons and Angles

LP#1 Teacher: Shawn Saylor Subject: Algebra Grade Level: 8th Topic: Geometry: Polygons and Transformation Learning approach: Group Investigation

Objective(s):

1. Engaging in the Group Investigation approach to cooperative learning, student(s) will perform positive interpersonal skills. (Application)

2. Given a geometry booklet, student(s) will diagram, describe, classify and generalize relationships between and among types of 2dimensional polygons. (Create)

3. Students will analyze polygons that depict corresponding sides, corresponding angles and corresponding perimeters. (Analysis)

CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Time schedule: 4 days

Materials needed: Students will need ISN, and pencil box (kept in classroom – pencil, colored pencils, scissors, & stick glue). Teacher will need textbook, unit schedule, PPT or Prezi presentation, “Flashback” (my bell ringer), video link, construction or tissue paper, arrows, brads, index cards, flashcards, Netflix documentary link, and “Real World Shapes” hand.

Phase 1: Organize students into learning teams:

Students and desks will already be organized into heterogeneous groups of four o Predetermined by the teacher every quarter

Group names picked from unit vocabulary. For example: The Squares, The Quads, The Reflections, The Polygons, etc…(students pick).

o Groups will vary in levels of academic performance

Phase 2: Introduction: Clarify goals and establish set.

“Flashback” – students take Google survey on what they know about angles and triangles.

o Days 25 students are presented with a daily “Flashback” problem. Explain the Unit schedule and project – “Real World Shapes” (Ross, 2011).

Phase 3: Present information (outline of content):

Day 1:

geometry booklet project o Watch YouTube Video about geometry booklet (Reulbach, 2013) o Decorate cover

“Real World Shape” unit project o Netflix – documentary

Day 2:

PPT or Prezi (terms and examples) Make angle pair flashcards

o attach pocket to ISN to hold flashcards Writing break Angle pair assignment

Day 3:

PPT or Prezi will correspond with foldable (terms and examples) o ISN: two arrows, one glued down, other movable, attached with brad (Rundee, 2013)

Attach pocket to ISN for angle pair flashcards Reflection Angle/Triangle Assignment Day 4: Review Lesson 1 content

Computer lab – MathCashing (MathCaching, 2013)

Phase 4: Assist team work and study:

30 minutes to work on assignment, geometry booklet & ISN Teacher circulates answering questions as needed, interacting and providing feedback to groups.

Teacher observes group participation to ensure that groups are appropriately interacting with other each other or other groups.

Phase 5: Quiz on the materials – Day 3 & 4

25 question quiz (students may use ISN) o Testing: terminology

Works Cited Reulbach, J. (2013, April). Geometry Booklet. Retrieved from YouTube:

http://www.youtube.com/watch?feature=player_embedded&v=yzrO46Nv6g&noredirect=1

Roberts, Frederick and Donna. (2013). MathCaching. Retrieved from Mathbits: http://mathbits.com/caching/geoopencache1.html

Ross, S. (2011, Spring). Shapes in the Real World, Properties of Quadrilaterals . Assignment Booklet. Jefferson College.

Rundee, J. (2013, April 14). "Math Journal ... Wednesdays". Retrieved from Runde's Room: http://www.rundesroom.com/

LP#2 Teacher Shawn Saylor Subject Algebra Level 8th Topic Quadrilaterals, Polygons / Angles & Congruency

Objective(s):

1. Writing on the “graffiti wall,” student(s) will recall characteristics of quadrilaterals. (Know)

2. Using painters tape, student(s) will construct “six special” quadrilaterals to solve the sum of interior angles. (Create)

3. Given a diagram, student(s) will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angleangle criterion for similarity of triangles.

4. Given two congruent figures, student(s) will cite evidence of congruence between them. (Application)

5. Incorporating various techniques, student(s) will write in their ISN (Interactive Student Notebook). (Analysis)

CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Time schedule: 5 days

Materials needed: Students will need ISN, and pencil box (kept in classroom – pencil, colored pencils, scissors, & stick glue). Teacher will need textbook, unit schedule, PPT or Prezi presentation, “Flashbacks” (my bell ringers), quad characteristics chart, Polygons & Angles Foldable, Congruent Polygons, painters tape (3 different colors), and “Real World Shapes” handout.

Organization: Desks in groups of four

Phase 1: Clarify aims and establish set:

“Flashback” – ask students to write “graffiti wall” what they know about quadrilaterals.

o Days 25 students may add to “graffiti wall” and are presented with a daily “Flashback” problem.

Hallway geometry graffiti will include angle measurements and variables, exploring the sum of the angles formula (Burt, 2013).

Phase 2: Focus the discussion:

Day 1: Class discussion – “Six special” quadrilaterals Day 3: Thinkwriteshare – polygons and angles. Day 4: Chalktalk & Writing break – review & reflection

Phase 3: Hold the discussion:

PPT/Prezi and quadrilateral characteristic chart and cut outs of the “six special” quadrilaterals (Ostapczuk, 2013).

ThinkWriteShare (Rundee, 2013) o Think

Reflection o Write

Studentfriendly learning goal Include KWL Proof

o Share Proof with groups

Chalktalk – review

Phase 4: End the discussion:

Summary discussion o Quadrilaterals o Interior Angle Formula

Each group will pick the most creative proof to share with class. After chalktalk, students will take a writing break.

Phase 5: Debrief the discussion:

Answer questions about quadrilateral characteristics and sum of interior angles. In their ISN, ask students to write proof. For example, can a triangle have two right angles? Students must support their explanation (Rundee, 2013).

Works Cited Burt, S. (2013, April 15). "Geometry Graffiti — Polygons in the Hallways". Retrieved from

Scholastic: http://www.scholastic.com Ostapczuk, A. (2013, April 14). "Quadrilaterals". Retrieved from Teaching Special Education:

http://teachinginspecialeducation.blogspot.com Rundee, J. (2013, April 14). "Math Journal ... Wednesdays". Retrieved from Runde's Room:

http://www.rundesroom.com/

LP#3 Teacher: Shawn Saylor Subject: Algebra Grade Level: 8th Topic: Geometry: Polygons and Transformation Learning approach: Group Investigation

Objective(s):

Given a geometric shape, students will be able to transform image performing reflections/flips, rotations/turns, and translations/slides on said object according to given directions.

Students will be able to calculate the number of rotational symmetries of regular use polygons.

Upon completion of this lesson, students will be able to differentiate between reflection/flip, rotation/turn, and translation/slide.

CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

CCSS.ELA-Literacy.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Time schedule: 7 days

Materials needed: Students will need ISN, and pencil box (kept in classroom – pencil, colored pencils, scissors, & stick glue). Teacher will need textbook, unit schedule, PPT or Prezi presentation, “Flashback” (my bell ringer), reserve computer lab, Reflect/Symmetry foldable, Trans/Rotate Foldable, and “Real World Shapes” rubric.

Phase 1: Organize students into learning teams:

Students and desks will already be organized into heterogeneous groups of four o Predetermined by the teacher every quarter

Group names picked from unit vocabulary. For example: The Squares, The Quads, The Reflections, The Polygons, etc…(students pick).

o Groups will vary in levels of academic performance

Phase 2: Introduction: Clarify goals and establish set.

“Flashback” – ask students to write “graffiti wall” what they know about angles and triangles.

o Days 25 students may add to “graffiti wall” and are presented with a daily “Flashback” problem.

Review the Unit schedule and project – “Real World Shapes”

Phase 3: Present information (outline of content):

Day 1:

PPT or Prezi (terms and examples) Reflection & Symmetry Foldable

o Assignment Day 2:

PPT or Prezi (terms and examples) Translation & Rotation Foldable

o Assignment Reflection

Day 3:

PPT or Prezi (terms and examples) Similar & Dilation Foldable

o Assignment Writing Break

Day 4:

“Mathology” Quiz Day 5:

Computer lab – “Real World Shape” Day 6:

ISN check Tangram Review

Day 7:

Unit Test

Phase 4: Assist team work and study:

Teacher circulates answering questions as needed, interacting and providing feedback to groups.

Teacher observes group participation to ensure that groups are appropriately interacting with other each other or other groups.

Phase 5: Quiz on the materials – Day 4

o “Mathology” game Unit Test

o Students are permitted to use geometry booklets

“Perhaps, someday, someone will see and understand the real shape of the world.”

~ Mariana Fulger

WRONG

RIGHT

Throughout our unit on polygons and

transformations, you will explore your

neighborhood, taking digital photographs of

specific polygons. Each group will create a

display that shows their real world examples

and present to their class.

Create a display(s) that show(s) real

world examples of the shapes covered

in Chapter 8 (see the list).

Show pictures of physical objects

having the indicated shapes, not

pictures of the shapes. (find or take a

picture of a sign that is shaped like a

parallelogram, NOT a sign with a

picture of a parallelogram on it).

Your group will take digital photos

during the unit. You may NOT find the

pictures on the internet. You may do

this project electronically.

Each of the six ‘special’ quadrilaterals

that clearly illustrate each of the

indicated properties of their diagonals

and their symmetry.

DUE DATE: Friday, April 19th

Computer Lab: April 4th & 17th

“Real World Shapes” Chapter 8 Unit Assignment

Spring 2013

List of shapes to find:

Six different kinds of triangles Our six ‘special’ quadrilaterals Three regular polygons with more than four sides

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Shawn Saylor Teacher Essay WFT Spring 2013

Through the Looking Glass

“Can you do Division? Divide a loaf by a knife – what’s the

answer to that?” ~Lewis Carroll

Looking back through the window of time, my childhood memories are void of teaching

aspirations, let alone teaching math! I don’t have cute stories of lining my dolls up, or playing

teacher with my siblings or parents. I do, however, see foundational components that have led

me to this path. After my parents divorced, when I was two years old, my mother and I lived

with my grandparents. I do not remember the pain of my parents’ divorce. Instead, sunshine,

songs and many afternoons spent with my Gramma on her porch swing fill my memories.

During my naptime, as my head rested in her lap, my Gramma always sang, ‘You are My

Sunshine’. Stroking my hair, she hummed “our song” until I drifted off to sleep. Her love for

music spilled over to me. My favorite pastime was singing into a microphone; I treasure two

cassettes recording from this time. Through the simple afternoon routine, my Gramma taught

me the importance of creating a safe, loving environment for my children and ultimately my

future students.

My mother remarried, and by the time I was tenyearsold I had three younger siblings.

Momma, a stayathome mother, claims I was a good helper and tenderhearted and emulated

my momma! As the oldest it was only natural that I was a “mother hen.” The nurturing

example I gleaned carried over to my siblings. I learned how to take care of babies, keep a

home, and make homemade meals. As a young girl, I babysat for other families to earn extra

spending money. Anytime I was asked, “What do you want to be when you grow up?” My reply

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was always a stayathome mother. It was important for me to stay at home with my children,

just like my Momma. Unfortunately, I was only able to do this for most of my second daughter’s

younger years. I am grateful for these two exceptional role models; my Gramma and mother

were not perfect, but I learned the importance of family and relationships. Working with

children was an obvious choice when our financial situation required me to go back to work. I

spent two years at a church preschool. During my last six months there, I taught a four year old

class. My little students’ “lightbulb” moments propelled me to earn my degree in teaching.

The only recollection of teaching anyone during my childhood occurred in high school.

My boyfriend Drew was failing his classes and not on track to graduate. Sitting at a small round

table, Drew banged his hands to his head in frustration. “What’s the point? This doesn’t make

sense!” I understood exactly how Drew felt, and so did Alice.

`And you do Addition?' the White Queen asked. `What's one and one and one and one and one and one and one and one and one and one?' `I don't know,' said Alice. `I lost count.' `She can't do Addition,' the Red Queen interrupted. `Can you do Subtraction? Take nine from eight.' `Nine from eight I can't, you know,' Alice replied very readily: `but ' `She can't do Subtraction,' said the White Queen. `Can you do Division? Divide a loaf by a knife what's the answer to that?' `I suppose ' Alice was beginning, but the Red Queen answered for her. `Breadandbutter, of course. Try another Subtraction sum. Take a bone from a dog: what remains?' Alice considered. `The bone wouldn't remain, of course, if I took it and the dog wouldn't remain; it would come to bite me and I'm sure I shouldn't remain!' `Then you think nothing would remain?' said the Red Queen. `I think that's the answer.' `Wrong, as usual,' said the Red Queen: `the dog's temper would remain.'

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If you would have told me, as an adolescent, that I would teach math someday – I would have

looked like Alice answering the Queen of Hearts, befuddled! `What dreadful nonsense we are

talking!'

Mrs. H., my Algebra/Calculus professor, altered my path from an elementary education

degree to mathematics. Like many students, I loathed math during my middle and high school

years. When I decided to go college, I had to refresh my math skills. You see, I am not what

most people call a math “geek.” It took many hours of practice, doing test corrections, and

trying again before it made sense. (I hope my ability to relate will resonate with my students.)

It’s my desire to emulate Mrs. H.’s passion for students’ success, to provide the same flexibility

and understand that life happens, and to fill my students with positive encouragement. As a

substitute, I have heard numerous times that there is no point in learning math. So, I share my

story with them. I follow up by asking students what they want to do upon graduation – most

cannot tell me with 100% certainty. On the rare occasion a student knows, I try to find the

math within that career. Dean Schlicter’s quote states that if you, “go down deep enough into

anything…you will find mathematics.” My goal is to emphasize this notion with my students!

Mathematics is its own language; comprehension of math instruction challenges many

students. I hope to help my students bridge their comprehension of words and numbers using

an interactive student notebook (ISN). My students can expect handson activities, choices, and

reallife application. Finding value in mathematics is only one aspect I hope to teach my

students. Teaching goes beyond a specific discipline; it should encompass the “whole child.”

Middle school students are in an awkward transition in life called puberty. This time of change

impacts them socially, intellectually, as well as physically. Students may not understand how

these changes impact them daily. Students may lose focus because they are tired or hungry. In

contrast, students may be fidgety because their body released a sudden rush of adrenaline.

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Simple measures, such as fifteen second standup break, can help elevate these issues.

Students’ clumsiness or disorganization is also part of this transition. Establishing orderliness

within the classroom can eliminate these potential obstacles. Helping students cope and being

understanding is part of my responsibility.

Alice survived the Queen of Heart’s crazy riddles, and made it out of the rabbit hole with

help from friends. Drew, like Alice, struggled with math, but he made it out of his rabbit hole

and graduated high school. To this day I feel a sense of satisfaction knowing I contributed to

his success. I never imagined I would be a math teacher. I hope my personal transformation is

as profound as Marianna Williamson claims: “Personal transformation can and does have global

effects. As we go, so goes the world, for the world is us. The revolution that will save the world

is ultimately a personal one.” Mrs. H. transformed my opinion of mathematics. As I look

forward into my future, it is my hope to positively transform at least one student’s opinion

about mathematics.