I need a case study for an Algebra 1 lesson.

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Mathematics

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After you have completed lesson you will write a case study (approximately 3-5 pages, double-spaced) describing an episode from the implementation of this task. This will not be a complete transcript of the activity, but it would be good to include some direct quotes from students and dialogue between the students, if possible. The episode needs to illustrate some aspect of children’s mathematical thinking, critical mathematics and/or cultural relevance and cognitive demand of task in its implementation, as well as your ability to reflect on that thinking, identify larger teaching issues raised for you by the episode you describe and/or maintaining the cognitive demand of the high level task

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MAED 5352 Patterns and Algebra Module 7 – Assignment: Case Study on Maintaining the Cognitive Demand of a Critical Mathematics Task Submit Case Study by 11:59 p.m., Saturday of Module 7. Candidate: Date: Grade Level/Subject Area: Overview: Case Study on Maintaining the Cognitive Demand of a Critical Mathematics Task You have learned about Lesson Cycles throughout this M.Ed. program. During MAED 5351, you learned about critical mathematics and Teaching Mathematics for Social Justice and in this course you learned about culturally relevant/responsive mathematics teaching. In addition, in MAED 5351 and this course you learned about selecting and maintaining the cognitive demand of a high level task through using a protocol called “Thinking Through a Lesson Protocol” (TTLP) presented in the Stein et al (2008) article. Using these foundations, along with your standard(s) of choice (i.e., TEKS, CCSS, etc.), and any of the activities you created during the course, you can post your lesson plan on the Discussion Board (which is optional during modules 6 and 7) for your colleagues to critique. Then, you will make any needed revisions and implement (“try out”) the task with at least three individuals (students, relatives, class, small group, etc.). (NOTE: You are not limited to using activities already discussed during this class, but I prefer that you select a Patterns, Algebra or Algebra Reasoning topic, regardless of the grade or subject you teach. The format of the lesson plan is what is useful for you. In this program, you have learned about 5-E and in this course you learned the TTLP format; in your district you may have a particular format – please use the format that is useful for you). For this assignment, I am interested in the implementation and your reflection on the lesson –the lesson plan itself will not be graded, which is why you have options for the format. After you have completed the steps above, you will write a case study (approximately 3-5 pages, double-spaced) describing an episode from the implementation of this task. This will not be a complete transcript of the activity, but it would be good to include some direct quotes from students and dialogue between the students, if possible. The episode needs to illustrate some aspect of children’s mathematical thinking, critical mathematics and/or cultural relevance and cognitive demand of task in its implementation, as well as your ability to reflect on that thinking, identify larger teaching issues raised for you by the episode you describe and/or maintaining the cognitive demand of the high level task. NOTE: If you were not able to incorporate critical mathematics or cultural relevance/responsiveness in the lesson plan, please include possibilities – I want you to begin thinking of how you can teach mathematics in this way while not taking away from the high cognitive demand or the required content/standards Suggestions on how to write your case study: • Begin your case study by briefly describing the class’s larger context, grade level and mathematical context (ie, the task that the students were given and background). ©2017 University of Texas at Arlington Page 1 MAED 5352 Patterns and Algebra • • • • • • Then describe the relevant parts of the students’ conversation in as much detail as possible. Report direct evidence of student thinking, cognitive demand and critical mathematics (and/or cultural relevance). Explain what you were thinking as you worked with the students. In this part, you will include decisions you made based on the students’ engagement with the task and your reflection/reaction to what you have stated above) Finish by summarizing your evaluation of the students involved and saying what issues and questions you still have after this conversation. Include an analysis of the students’ thinking and engagement in the task as well as questions the case raises for you. Please use pseudonyms for your students A template is given below. Remember, your case must touch on a mathematical topic involving patterns, algebra and/or algebraic thinking/reasoning. Please submit the lesson plan along with your Case Study. However, only your case study will be graded. NOTE: Save your file as a Word (.doc or .docx) or PDF file. Any other format is not guaranteed to be readable by the person grading your work. Objectives: 1. Design activities that utilize state and/or national standards at varying grade levels. 2. Redesign existing lessons/activities across grade levels. 3. Create lessons/activities that allow students to become proficient in various math concepts. 4. Design mathematics activities and tasks that are cognitively demanding. 5. Incorporate culturally and socially responsive educational practices, topics and strategies in educational planning. 6. Review knowledge and skills associated with whole number operations using a 5-E inquiry model. Rubric Task Target Acceptable Unacceptable On-time Submission On time Late (10 points) (10 points) (0 points) Topic involves Patterns and Algebra/Algebraic Thinking topic Task engages students in patterns or algebra/algebraic thinking topic. (max 5 points) (4-5 points) Task has some patterns or algebra/algebraic thinking components that are not explicit. (2-3 points) ©2017 University of Texas at Arlington There is no aspect of patterns or algebra/algebraic thinking concepts in the class described, nor in the students’ dialogue described. Page 2 MAED 5352 Patterns and Algebra (0-1 points) Description of Classroom Context (max 15 points) Reflection (max 15 points) Summary (max 20 points) Description includes grade level, topic, direct quotes and evidence of student thinking, critical mathematics/cultura l relevance and maintenance of cognitive demand (13-15 points) Detailed description of thoughts while listening to and observing the students; detailed description of decisions to maintain cognitive demand; thoughtful reflection on possibilities for critical mathematics/cultura l relevance, whether included in actual lesson or not. (13-15 points) Evaluation of the students, based on readings and class discussions (8-10 points) Thoughtful questions raised in response to the interaction with the students. (8-10) ©2017 University of Texas at Arlington Description includes grade level, topic, direct quotes and little evidence of student thinking, critical mathematics/ cultural relevance and maintenance of cognitive demand ( 6-10 points) General description of reaction to students; general description of maintaining cognitive demand; general thoughts on critical mathematics/cultura l relevance (6-10 points) Description includes few details about classroom or student thinking, critical mathematics/cultura l relevance and maintenance of cognitive demand (0-3 points) Evaluation of the students based solely on personal experiences (4-6 points) No evaluation of the students (0 points) Questions raised in response to the interaction with the students display some amount of thoughtful reflection (4-6) points No description of thoughts or decision-making while working with the students (0-3 points) No questions are raised in response to the interaction with the students (0 points) Page 3 MAED 5352 Patterns and Algebra A. Background information [include the grade level, content studied, pseudonym(s) if you choose to refer to students by name, ] B. Relevant Information [Include relevant information and dialogue between the students in as much detail as possible, illustrating students’ mathematical thinking, task cognitive demand and task cultural relevance or (potential) critical mathematics involved] C. Reflection [As the students were engaged in their conversation, what were you thinking? How did you maintain the cognitive demand of the task? What decisions did you make to accomplish this? What are some ways that you included (or could have included) critical mathematics?] D. Summary [What is your analysis of the students and what questions/issues do you still have after this conversation? Also, what issues were resolved as a result of interacting with or observing these students?] ©2017 University of Texas at Arlington Page 4
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TTLP LESSON PLAN TECHNIQUE 1

LESSON PLAN; OPERATIONS AND ALGEBRAIC REASONING (grade 5)
PART 1; FOCUSING ON THE GOALS AND COHERENTS
By the end of the lessons, the students should be able to;
• Students will learn to use brackets, parenthesis and numerical expressions
• To understand all the facts and concepts involving numbers (multiplication, division,
subtraction, and addition)
Prior knowledge
• Application of addition and subtraction
• Application and Meaning of multiplication
• Application and meaning of division
• Comparison with multiplication and division
Review questions
• What methods and concepts will help students learn find understand fast and without
difficulty
• What method will I sue to measure the level of understanding of the lesson
PART 2; EXERCISE LAYOUT
Anticipating students response
• Students might find it difficult analyzing the multiplication problems in brackets and
parenthesis
• Other students might find it difficult learning the concepts because they might not
have learned and understood previous concepts
• Some students might choose to decide the topic is hard because they believe algebra is
difficult.
• The students might confuse the order to follow in multiple concepts of addition,
subtraction, addition and subtraction
Expectations
• Students are required to use their previous knowledge to build up and understand the
lessons we will learn.
• The students should be able to use brackets and analyze graphs properly in terms of
addition, subtraction, multiplication, and division.
• Every student should work independently and quietly without consulting others during
the lesson.
• Every students is also supposed to have a working calculator and a book where they
will record their work showing clear workings.
Lesson
• Teaching the students of the topic and showing several examples in the bard
• Giving students a chance to ask questions where they did not understand
• Answer all the students concerns accurately and making sure they understand fully
Launch
• There will be several questions that have parenthesis, bracket...


Anonymous
Really great stuff, couldn't ask for more.

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