Algebra: Inequalities

    • Jaclyn Dellisanti
      Jaclyn Dellisanti

      HI Christina,

      I see you have a daily end of the class assessment. You may want to add a one or two sentence explanation of what that is going to be, assessment can mean a lot of things. Also one thing to consider, when have these assessments and allotting time to ask questions afterwards, you need to make sure you have enough to to teach the actual lesson considering there are usually only 40 minutes in a class period. I like you performance task, but consider adding one more for to keep track of the individual student's progress. Also you can give a little more instruction of the game, add some requirements and provide an example to help them generate ideas. I really like your ideas of the leaving assessment, just take a little time to explain it. You have good tactics and method, like teach simple then go more complex. Good job!

      • Robert Goldberg
        Robert Goldberg

        I like when you wrote...   "Inequalities apply to real world problems." as a major complaint kids have with doing math work is its relevance to real world problems. 


        I do question why the statement  "Inequalities can be solved by adding, subtracting & when using multiplication or division, the inequality sign must flip."  is in the same enduring understanding category as the previously mentioned quote. It seems to me as if one is far more content based then the other. 


        Nice work!




        • Taylor Bolger
          Taylor Bolger

          For your group game project I would suggest not randomly assigning students into groups. Instead I would suggest strategically assigning students of different skill levels into groups so that students who are struggling can build off of and learn from those who are having an easier time grasping the materials. The students who are more comfortable with the materials will have a chance to take on a leadership role thus building leadership skills. Aside from that I really like how you discuss relating math to real world situations, giving students a chance to express their knowledge of the content creatively, provide students with opportunities to help one another voluntarily while still practicing with content.

          • Olivia Difusco
            Olivia Difusco

            Hi Christina, 

               I like how you planned a unit for a class that many do not understand and/or like, and made it into something simple and perhaps even fun. However, when you describe the group game project, maybe you could explain it better and exactly how this would be graded. By saying, "be creative," what exactly do you mean and what is or are there limitations to what a student may do to/with the project?

            • Jamie Soldinger
              Jamie Soldinger

              Hi Christina, 

              I really enjoy your point of relating it to real world problems.  I think a lot of students will relate to that point.  I like your idea of the group game project.  I think a lot of the students will enjoy this and it will get everyone involved.  I also like how you have pre-test.  This will allow you to see where all of the students are at before the exam and it will also give the students a chance to see what they have to go over before the actual test.  I think this is a very solid first draft to unit planning.  I think it would be beneficial to go into greater depth for the grading requirements, so the students have a perfect understanding of what they need to do for the project or test.

              • Courtney Pabst
                Courtney Pabst


                Your big idea that inequalities apply to real world problems is so important! You hear kids constantly asking, especially in math class, "when will I ever use this?" I think if you structure your teaching based off of this, you should be nothing short of successful getting through to each and every one of your students. I also really liked your idea of having a note box that your students can write any questions or concerns to you without having to do it in person, in case they are shy. This ensures that everyone in your classroom has a voice, and I think that is so important. The only thing that I would recommend is to maybe assign your "LOUT" test more towards the middle of the unit, so you can still check in on the students progress. If you do it at the end, and you realize your students might not be understanding, it will be hard to readjust your schedule in giving them the extra time.

                • Nicholas Neuner
                  Nicholas Neuner


                  Your stage 2 is very strong, I would say that is the strong point in your UPD. Something I think could use alittle clarity is in the accommodations section, what extra lessons are you referring to? Is this teacher-student or peer to peer aid with a student that excels in class? also how will these lessons be conducted, during or after school? The whereto was strong, but I think the use of a timeline would be helpful in understand what you expect and when. 

                  • Brianna Iliceto
                    Brianna Iliceto


                    When you mention daily assessment, do you mean something like a do now? Be a little more specific about that. I like how you are willing to accommodate for any students who need more help by allowing room for extra points with revised homework assignments and offering extra help. 


                    I really like how you make it known that you want your students to speak up if you are not clear enough to them. It creates an open door policy and thats so important when it comes to teaching. 

                    Overall nice job and I like your ideas of group work, individual work and games. I would just go a little more into depth with explaining those further and add requirements as well as skills needed to be acquired. 

                    • Gerald Ardito
                      Gerald Ardito


                      You did a very solid job with this unit plan. I can see how you are trying to balance both the mathematics content of the unit with designing experiences that will be "sticky" and engaging for your students.

                    TCH 215 Spring 2018

                    TCH 215 Spring 2018

                    Here is the online home for TCH 215 during Spring 2018.