Yesterday I met with Ms. Lepi just to check in about my summer work, and I am feeling pretty good. At this point, I have technically completed my summer goal of creating 5 worksheets, though I will likely make a 6th before school starts. Although I kind of feel like I spent more time over the summer doing "wasted work" than not, I feel pretty happy with what I came up with (though I do have a few revisions that I know I will make). Ms. Lepi and I also discussed a way to potentially test the activities. My project is no longer centered around teaching (rather, I will just be making a more expansive set of activities), but it would still be helpful to get some feedback to see what works. I might talk to an algebra one teacher (maybe Mr. Lapolla) to see if they would be open to giving a worksheet to their students. I don't have much of anything interesting to share in terms of notes/bibliography (most of what I do gets translated directly into a worksheet), so I've included the worksheet I made for Chapter 3 in the algebra I book.
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I guess we're getting to the home stretch when it comes to summer work. I will say, deciding to base my activities/worksheets around the Severn curriculum was definitely a good idea. My plan is to create one activity per chapter which incorporates as many of the relevant topics as possible. So far I have made activities for chapters 1/2 of the Algebra I book and am almost finished with chapter 3.
Chapter 2 centers around linear equations (standard and point-slope forms)/graphs, linear functions, slopes of lines, and transforming graphs of functions. For the activity, students have to imagine they are starting a business to sell a product (they can choose whatever business model/product they want). However, since funds are a bit low, they first have to pitch their company to the bank to secure a loan. Students have to figure out the total costs of their operation, how much money they will charge, how much money they will ask for, what their profits will be, etc... For their pitch, the students have to model the costs and profits graphically and as linear functions, analyze the slopes, and use their info to calculate how long it will take them to pay the bank back. Then, they'll make their case in a brief presentation (1-2 minutes) to their peers. As extension questions, they have to consider a few cases where their profits end up being different than they expected, and transform their graphs to accurately represent the scenario. Another thing. At a certain point, I will have to turn what I've made into more formal worksheets that could be printed out. Right now, they are just kinda thrown together in notability among my notes. I think I'll worry about that later though. |
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