MAED 5352 Patterns and Algebra Module

MAED 5352 Patterns and Algebra
Submit Assignment by 11:59 PM, Sunday of Week 3.
Student
Name: Melissa Crosswhite Date: 10/29/2017
Grade Level/Subject Area for
Activity: 7th math
Overview:
During Module 2 [Patterns, Sequences, and Fractals] and Module 3 [Unknowns, Variables,
Expressions, and Equations] you collaborated with your classmates in the Elaborate discussion
board to develop a cognitively demanding culturally relevant (CRCD) task.
In Module 2 [Patterns, Sequences, and Fractals] you had the following options in Elaborate:
Read or view the options that interest you for patterns tasks
a. Bolte, L.A. (2002). A snowflake project: Calculating, analyzing, and optimizing with
the Koch snowflake. Mathematics Teacher, 95, 6, 414-419
b. Cooney, T. J., Beckmann, S., and Lloyd, G. M. (2010). Developing an essential un-
derstanding of functions, grades 9-12, pp. 23-33. Reston, VA: NCTM.
c. Fractals Activity (from Module 2 Explain/Explore)
d. How Many Triangles Can you Construct? http://illuminations.nctm.org/Lesson.aspx?
id=2925
e. Markworth, K. A. (2016). A repeat look at repeating patterns. Teaching Children
Mathematics, 23, 1, 22-29
f. Matsuura, R., & Harless, P. (2012). From arithmetic sequences to linear equations.
Mathematics Teaching in the Middle School, 17, 7, 436-444.
g. Store, J.C., Richardson, K. D., & Carter, T. S. (2016). Understanding of variable with
patterns. Teaching Children Mathematics, 22, 7, 420-427
i. Switzer, J. M. & Hoppe, T. C. (2017). Birthday party patterns. Teaching Chil-
dren Mathematics, 23, 6, 335-336
In Module 3 [Unknowns, Variables, Expressions, and Equations] you had the following options in
Elaborate:
Read or view the options that interest you for tasks
©2017 University of Texas at Arlington Page 1 of 9
Module 3: Collaboration on CRCD Task from Module 2 or 3
Elaborate

MAED 5352 Patterns and Algebra
a. Calendar Math: http://math.rice.edu/~lanius/Lessons/cnotes.html
b. Mann, R. L. (2004). Balancing act: The truth behind the equals sign. Teaching Chil-
dren Mathematics, 11, 2, 65-69.
c. McCaffrey, T. & Matthews, P.G. (2017). An emoji is worth a thousand variables. The
Mathematics Teacher, 111(2), 96-102.
d. Molina, M. & Ambrose, R.C. (2006). Fostering relational thinking while negotiating
the meaning of the equals sign. Teaching Children Mathematics, 13, 2, 111-117.
e. Philipp, R. A. & Schappelle, B. P. (1999). Algebra as generalized arithmetic: Start-
ing with the known for a change. The Mathematics Teacher, 92, 4, 310-316
f. Urbina-Lilback, R. N. (2016). Snapshots of equitable teaching in a highly diverse
classroom. The Mathematics Teacher, 110, 2, 126-132.
Once you selected the option(s) that interested you, on the discussion board, you did the following:
2. Use these options as examples to select a hands-on activity for teaching/reinforcing pat-
terns/algebra/algebraic thinking in your preferred grade level. (You do not have to view/read
them all – they are provided as helpful resources to give you ideas).
3. Join one of the teams to bounce ideas back and forth about your task/activity.
4. Especially discuss how does your TASK relate to the national or state standards how you
ensure that it is inclusive for ALL students, how it is cognitively demanding and how it can
be incorporated into a larger lesson/unit.
5. Once you have selected a concept, develop the activity and share it – consider incorporat-
ing a concern/issue and/or making the task culturally relevant/responsive.
In the spaces below, please include your activity – which is NOT a full lesson – and your thoughts
on the process of developing the task collaboratively.
Objectives
 Develop one standards-based, algebraic concept task collaboratively
 Reflect on the development of task and collaboration process
 Incorporate a current social issue/concern into the task
 Discuss how to maintain the cognitive demand for the task
Instructions
 Submit a math activity to teach any concept or grade level on patterns, sequences, fractals,
unknowns, variables, expressions or equations. This task needs to be cognitively demand-
ing (a high-level task) and you should incorporate cultural relevance/responsiveness (or
identify the potential).
 State the appropriate grade for tasks, based on a standards document (i.e., National Coun-
cil of Teachers of Mathematics [NCTM] standards, Texas College and Career Readiness
Standards [CCRS], Common Core State Standards [CCSS], your state’s standards)
 Include the exact text from the standard you used to make this decision and indicate which
standards you used
 Give your task a title
 Include the exact task
 Description of the mathematics involved to solve the task (include full solutions)
 Provide feedback on the collaboration process
©2017 University of Texas at Arlington Page 2 of 9

MAED 5352 Patterns and Algebra
 Reflect on the critical mathematics, cultural relevance and/or cultural responsiveness, using
the framework included below.
Rubric
Use this rubric to guide your work on the Module 3 assignment.
Tasks Target Acceptable Unacceptable
On time
(max 7 points)
On Time
(7 points)
Late
(0 points
Basic Information
(max 10 points)
Clearly, state the task
along with its title.
Indicate appropriate
grade and standard
used to make this
decision
(10 points)
State the task and
indicate appropriate
grade or appropriate
standard used to make
this decision
(6-9 points)
Task not stated or not
clearly stated. No
appropriate grade is
given and/or no text
from standard
specified and/or no
standard referenced
(NCTM, CCRS,
CCSS, etc.)
(0-3 points)
Mathematics
Involved
(max 15 points)
Clear description of
mathematics involved
(full solutions included)
(15 points)
Description of
mathematics involved
in solution is not clear
(8 – 10 points)
No description of
mathematics involved
in solution
(0-3 points)
Cognitive Demand
Classification
(max 6 points)
Classification of task
as higher level of
cognitive demand
(“procedures with
connections” or “doing
mathematics”) along
with thorough,
scholarly rationale
(3 points)
Classification of higher
level cognitive tasks is
missing a rationale
(1-2 points)
No classification of
task
(0 points)
Rationale for
classification is based
on class or class-
related readings;
citation(s) included
(3 points)
Rationale is included,
but not based on class
readings and/or not
cited
(1-2 points)
No rationale for
classification
(0 points)
Maintain Cognitive
Demand
Discusses two valid,
reasonable ways to
maintain cognitive
demand for each task
Names two ways to
maintain cognitive
demand for each task
or discusses only one
No discussion of
maintaining cognitive
demand for task
(0-2 points)
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