Formulas

Marlyn T. Gesmundo
=**__ Class Description __**= === The lessons in this unit are designed for 8th Grade mathematics inclusion class in a Baltimore City Public School. There are 4 heterogeneous classes in the 8th grade class with 27 to 30 students in each class. There are a total of 138 students with 8 students with disabilities and 3 students with 504 plans. Each class is 60 minutes long. Aside from the regular mathematics teacher, a resource teacher and Title I teacher are available during most of the instruction in at least 2 classes each day. The classroom has materials and technology available to be utilized during instruction. The class is also able to use the computer laboratory on their assigned schedule. Laptop carts are available when needed as well. In the mathematics classroom, the desks are arranged in groups of 4 and additional tables are located on one corner of the room for independent study or re-teaching. === =**__ D __****__ escription of the Students __**= === Each class is made up of students whose abilities in mathematics range from advanced, proficient, and basic based on their performance in the previous MSA and recent benchmarks. The students’ main weaknesses are on the analysis and application of a variety of concepts, processes, and skills to solve problems and the ability to relate or apply mathematics within the discipline, to other disciplines, and to life. This group of students also lacks some basic fluency computational, and algebraic skills due to the absence of a regular mathematics teacher the previous year. The learning styles of the students range from visual, intrapersonal, kinesthetic, and verbal. Being adolescents, most of the students also need a lot of motivation by utilizing videos, technology, and music during instruction. The students also show a lot of interest in working with their peers and will work with enthusiasm when given incentives. === =**__ Rationale for Modifications __**= === Majority of the students with special needs in the eight grade level are reading below grade level and two students are considered as behavior problems. There are at least two students with special needs in each class. Also, most of the students with special needs require graphic organizers, modified workload, frequent breaks, reduced distractions to themselves and to others, and calculating devices as their modifications and accommodations. These adjustments in classroom environment, instruction, and assessment allow the teachers to address the needs of the students with learning disabilities and at the same time appropriately challenge them in class. Using graphic organizers and process charts allow the teacher to make the lesson easily understandable and readable for them. In addition, the kinesthetic practice opportunities for hands on manipulations and the use of foldables make learning experiential and authentic to them. Small group instruction also allow the teachers to scaffold the instruction by using smaller chunks of information for understanding as well as model with clear, concise steps and processing. === === The special educator work with these students in small group during instruction most of the time. The Title I teacher co-teaches with the regular teacher in delivering instruction either as a support during instruction or working in small groups. The Title I teacher also pulls-out students who are falling behind at least twice a week and utilizes technology during instruction to keep the students motivated and focused. === =**__ Description of the Unit __**= === This unit is Unit 7 in eight grade mathematics curriculum in the Baltimore Public School System. The unit is about Formulas and their application within the discipline, in other disciplines, and in real-life situations. The topics included in this unit are formulas on area, circumference, volume, distance, simple interest, and temperature. It also covers Pythagorean Theorem which is a new topic in eight grade mathematics. The lessons are aligned with MSDE standards and utilize the curriculum designed by a group of curriculum writers in BCPSS. Extension lessons and suggested activities are available in this curriculum. Formative assessments and summative assessments are available as well. Although textbooks are not required in this curriculum, the Scott-Foresman series serves as a reference and as a homework text. === =__ Lesson Plans: __=







References:

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