Evelyn G Polite

The World of Teaching

About Evelyn G Polite

My name is Evelyn G Polite. I am a native of North Myrtle Beach, South Carolina. I am a student at Georgia State University, Atlanta, Georgia where I am enrolled in the College of Education MAT program pursuing my Master's of Arts in Teaching Middle Grades Math and Science. I have a BS degree in Business Administration, and an MBA. Teaching is what I have wanted to do for many years. It is not just a desire, but a passion. I love to serve students and help them discover ways to enjoy learning, and look forward to success. My goal is to become an outstanding teacher, to enrich the lives of the many students that I will serve. I have worked with schools, teachers, and administrators in an effort to serve students to the best of my ability. As I believe that every child is capable of learning, my intent is to be a major part of that process for the children which I will serve within the educational arena. I believe that a quality education should be available to every student in America. It shouldn’t matter the area or income of the families.

Diversity Plan

The Mis-education of Diverse Education

Diversity in education has been an issue for many years. One would think that with such a diverse society of people, that we would all be more diversified in our thoughts. I think that if we could first think about diversity in a much more positive aspect, we would be a lot better off.

When it comes to education, I understand multicultural education as quality education for all students. Multicultural education includes instead of excluding. It means that no matter if the student is Caucasian, African American, Asian, Hispanic, or Indian they can all be educated in the same classroom.

Multicultural education means that as a teacher it is my responsibility to ensure that my efforts to educate are equally distributed among all my students. I believe that a multicultural environment is very conducive to education. There are so many different things that can be learned in a diverse community.

I heard Dr Sullivan say “it’s not about the teacher, it’s about the student. “ That statement alone was inspiration for me. It validates my belief that teachers who say things to students like, “I’ve got mine,” should be in another profession. It is an awesome task, and everyone is not cut out for teaching. I remember how terrible I felt after being in the teacher’s lounge while substitute teaching. Teachers were discussing students and giving verbal warnings to the teachers who had not had the pleasure of meeting the targeted student as yet. I felt that it was a major injustice and wished that I had super powers at the time.

I envision my classroom to be happy place, a safe place, and a learning space. I want my classroom to have a flag from every country that is represented by a student in my class. I want posters of festivities that are a celebratory event of the diverse students in my class. My classroom will have centers of education, and in these centers the various cultures will be represented in some way. For this amazing classroom I will need computers; bean bags; books; and of course flags. I want my classroom to be what the students call the “bomb diggity,” not for cool points that my students would assign me, but for my students to experience fun learning.

My computer center will be a resource for the students to research another culture. My library will be a center where the students can read about other cultures, and my cultural center will be an area where we will have different things from different cultures. I will ask the students to help me with this in an effort to get them interested and involved in our cultural education. I will group my students heterogeneously in order to create a community of diversity in my class.

Because I served as PTSA President, at my daughter’s high school, I understand how hard it is to get parental involvement. I will engage parents in specific things about their children’s diversity. Some parents may introduce us to dishes from their country, others may be able to introduce us to attire that is different from ours. Others could possibly teach us about their traditions.

To be the best teacher that I can be, I need professional development. I would like to experience professional development that trains teachers who are enthusiastic about embracing diversity. I need professional development that is possibly series based, so that I can learn continuously. Because I will need to be able to differentiate my method of teaching, I will also need professional development in the area of differentiation. As a teacher, I do want to also be an avid learner as well.

“Keep in mind that true differentiation has three dimensions: the instruction varies depending on the student’s readiness for learning, the student’s learning style, and the student’s interest in the topic.” (Wormeli, 2001)

I am aware that students learn differently, but they all learn. Some of my students may be visual learners, and for those students I will use power point presentations, manipulatives, and other means of visual teaching. For my audible learners lecturing would be one of the methods that I would use. There are other learners that are not included in either of the two I have mentioned, so I would be obliged to use a different method for those students. There are websites that will aid me in meeting my student’s needs, and that will assist me in learning how to be a better teacher for them. I look forward to teaching and learning as I teach. I will make sure that my objective ties into my lesson plan and its assessment. I will be conscious of time and will make a gallant effort not to lose time in any transition within my class. I will remember to include in my lesson plan the different strategies that I have been introduced to. I will provide options, and simplify directions as is necessary for my students.

“Children, just like adults, learn better in a supportive environment in which the can risk trying out new strategies and concepts and stretching themselves intellectually.” (Johnston 2004) My classroom will be a haven of support, I will support and I will teach my students to be supportive of each other. By being supportive, students will make it easier to embrace the diversity of our classroom community. My students’ first priority will be to learn. I want them to enjoy learning, and to have a yearning desire to learn.

In conclusion, I look forward to becoming the wonderful teacher that I know that I will be. Not by the standards of my colleagues, but by the end product, the education of my students. For it is far more important to me to be respected by my students and to be the best that I can be for my students, than to be popular with my colleagues. I have learned so much during these past few weeks in my time as a student. It overwhelms me to realize how much more there is to teaching than I ever imagined. I have talked with teachers (former teachers) who always complained about the students they taught, and now when I see those same people, I think to myself, you wanted it to be about you, but it was about the student.

Positionality Paper

On February 26, 2012, 17 year-old Trayvon Martin made a trip to the neighborhood convenience store. Today we know that his visit to that convenience store was his last. Reportedly, as Trayvon was on his way back home, he was spotted by the “neighborhood watch” captain. (Mr. George Zimmerman) People all over the country started posting pictures of themselves wearing hoodies on the social media sites. Vigils, marches, and rallies convened from coast to coast. We as a nation were outraged that this child had been murdered and his killer was not arrested. I myself posted a picture of Trayvon Martin in February of 2012, and today that picture is back on my face book page as I watch the trial of George Zimmerman.

It wasn’t that Trayvon was turning over trash cans, or peeking to the homes of other residents, nor was he doing anything inappropriate according to the reports. Trayvon was simply returning home to continue to watch the basketball game. I’m told the he was carrying a can of Arizona Iced-Tea, and a bag of Skittles.

Allegedly, Mr. Zimmerman called 911 to report a youth, who looked suspicious. Later, this suspicious was identified a s Trayvon Martin. Mr. Zimmerman reported that the person was looking “like he’s up to no good.” My first question with this is “what exactly does up to no good” look like? I wonder if that had been me walking down the street if I would have looked like I was up to no good?

Did Bernie Madoff have this look? Certainly, he was up to not good when he swindled millions of dollars from his unsuspecting, trusting clients. How about Bishop Eddie L Long, of New Birth Missionary Baptist Church, did he look like he was up to no good? Bishop Long supposedly molested young men in his congregation while lavishing them with expensive gifts. There was talk of Trayvon’s attire, especially his hoodie. However, we are well aware that attire means nothing in the scope of realism. Bernie Madoff wore expensive suits, as did Bishop Long with his muscle shirts.

The death of Trayvon Martin is a tragic, senseless event. This young man was murdered, and that is a fact. George Zimmerman has contended that he shot Trayvon in self defense, and I understand self defense to mean that one was in imminent danger. Mr. Zimmerman to you I pose the question; “What exactly where you defending yourself from?” You sir, were the one with the gun. Trayvon was carrying a drink and a bag of skittles. Which one of these items put you in fear of your life?

Now that the trial has begun, we watch anxiously to see how just the Justice System is. If found guilty of second degree murder, Mr. Zimmerman could possibly be sentenced to life in prison. I am angered by the callous nature of Mr. Zimmerman’s delayed arrest. It made me think that Trayvon’s life meant nothing to those in authority in Sanford, Fl.

During the trial, Officer Chris Serino of the Sanford Police Department stated “It is my interpretation that there was some following.” This statement was in relation to the 911 call when Mr. Zimmerman was told not to follow Trayvon Martin. Officer Serino also testified that “the foul language Zimmerman used when he reported Martin to the dispatcher just before the fatal confrontation showed “ill-will and spite.”(F------punks” “These a—holes always get away.” According to the law, what Zimmerman did (followed Trayvon Martin) could be considered profiling. Officer Serino wanted to arrest Zimmerman, but his then Police Chief (Bill Lee) overruled him.

Rachel Geantel, Trayvon Martin’s friend testified as to her conversation with Trayvon while George Zimmerman was following him. Rachel Geantel was ridiculed for not being able to read, which is a travesty. To that, I say reading is not a prerequisite for telling the truth. Ms Geantel was questioned by the defense as to why she did not call the police as she was the last person to speak with Trayvon. Her answer was the she thought that the police should/would have called her. She also said that she thought that the suspect had been locked up.

It is this kind of situation that requires me to re-evaluate my morals and integrity. In times like these, I question myself on the issue of racism. I know that racism is prevalent, and I understand that it may never go away, but I do not want to be one who partakes in such useless waste of life. I profess to be a Christian, but am I using Christian principles when I think horrible thoughts about George Zimmerman? Is my anger a direct product of racism in this case? Have I become the very person that I despise?

My heart aches and my mind races to many unkind thoughts. I resist hating at every hand. I love even when those I love don’t want or appreciate my love for all mankind. I attribute this part of me to my grandmother who would not allow prejudice and/or racism in our existence. However, I sometimes wonder if all the good that my grandmother instilled in me really made me better? Should she have given me just a small amount of hatred, racism, prejudice, etc.? Would that have helped me understand why others are that way?

This event has impacted me greatly. It has reminded me that I must be a better person, a better teacher, and a better learner. Because of instances like the Zimmerman/Martin fiasco, I will always remember that my students are of equal importance. Their eye color may be different; their hair texture may be different; and they may even have different colored skin.but they will all be treated equally in my class. I am tolerant of differences. This tolerance has been a part of my existence for as long as I remember. I have often been accused of placing my coat of morals and values on the shoulders of others. As a teacher I will demonstrate the tolerance and love of all mankind to my students. I will exhibit love, understanding, and compassion for each individual. I will in no way discriminate among innocent children. I will teach with a genuine concern for the overall well being of my students.

In conclusion, I know that I do not have all the answers. I am in no way perfect, and I am the first to acknowledge that, but none of us have to be perfect to get along with each other. Sure we are all different, but we were wonderfully made that way. I want so very much for there to be peace. God promised us peace that surpasses all understanding. I know that it is so very possible for us all to get along, and that is my heart’s desire. I know and understand that there are those of us who would rather not have to deal with this diverse society we live in, but we are all here, and who is going to volunteer to leave. I also know that prayer is my best weapon in this world, so I will continue to pray that all humans will exercise humanity.

Student Interaction

Work Samples


On August 27, 2013, I pulled into the parking lot of Panola Way Elementary School parking lot and was greeted by teachers who didn't seem to think of me as a stranger. They were all so very cordial and most helpful in directing me to the front office.

I entered the side door of the school and proceeded to follow the directions given. When I walked into the front office, I met Mrs. Blount, the bookkeeper, and Mrs. Smith, the secretary. I introduced myself and explained my reason for being there. After the two ladies talked among themselves, Mrs. Blount escorted me to Mr Blount's (no relation) classroom. He teaches fourth grade math and science. Mr. Blount greeted me very politely (no pun intended), and welcomed me to his class. Even though Mr. Blount verbally greeted me very warmly, his body language said to me "What the Hell!!! I had no idea that I was getting an intern.

As an added bonus I was able to experience the kindergarteners, first graders, and second graders. Because I arrive at the school so early, I have been designated to go to the media center where the younger children wait for their teachers to come get them. Its amazing how restless a group of small children can be.

As the day continued, I noticed that Mr. Blount is a very popular teacher. His former students constantly come in to greet him. Mr. Blount's classroom has posters and signs on the wall with helpful information for the students. He has a great rapport with his students. His lessons are taught mainly from smart board.

The students in this class are of a diverse group. They are different in so many ways, yet they are all the same. It only took a few minutes to notice which students are more focused, and which ones need to be motivated to complete their given tasks. There is much need for differentiation in Mr. Blount's class. His class is very technologically sound. He utilizes the smart board with enthusiasm. His assignments are on the smart board, and when there is reading to be done that too is done electronically.

In my humble opinion, I would prefer that the students would read from the science book, and in my classroom that is how it will be. I believe that reading will help with incorporating literacy in the math and science classroom.

Another thing that I noticed is that Mr. Blount sits during the lessons. I have a tendency to automatically walk around the room while students are working. In doing so, this allows me to notice who is or who is not on task, and/or who is having difficulty.

I noticed that the children were naturally curious about who I was, but only one of them (Ariel) actually said good morning to me. Titus, asked me if I was Mr. Blount's mother.

By observing, I have learned names and personalities. Jaquez, needs lots of attention, and is willing to get it by any means necessary. Carrington, does very well, he is very quiet, and shy. Gregory, who is the one hispanic child in the class is on top of his game, and seems to have no language barriers at all. Taylor, does well once the process of how to do the work is explained to her thoroughly. Antoinette needs a hug daily. Jordan works well, and is happy to help his fellow students.

On day two, I was able to go to Mrs. Evans' (reading/social studies) where I experienced some of the excitement and energy that I remembered seeing in Dr. Jones' class. I realize that teaching styles vary, and I've learned that what works for one teacher may not work for another.

On a personal note, I have began a new journal specifically for my internship and student teacher experience. I have so enjoyed these first few days at Panola Way Elementary, and I actually am looking forward to spending more time there as i endeavor to improve my teaching skills

I see so many variations in students, and it reminds me that each one is an individual, and must be treated as such. I have recognized that each student can learn, and that each student may need tone taught differently. These past few days have help solidify my decision to become an educator.

Final Reflection

At the beginning of the semester I was unaware of the dynamics that go along with teaching. I had no idea how much work actually is required for teaching. During the course of my Practicum experience and actually being in the classroom my perceptions of teaching have been changed and rearranged. I had not the slightest clue that teaching is so detail oriented and is such a demanding profession.

The most surprising aspect of teaching was to realize that instruction is sometimes so individualized because of the various needs of the students. I again, looking from the outside in, was under the impression that a lesson plan that worked for one student worked for all students. I have learned how incorrect my thoughts have proven to be. With so much diversity in the schools there is no way that we can “effectively” teach with a “one size fits all” mentality.

I often tell myself that though I am in the position of teacher, I really feel like the student. I have learned so much. I’ve learned about children with disabilities, I’ve learned about the many different types of disabilities and how best to accommodate these students while continuing to serve the general education students as well. I now know how important it is to “actively” teach. I have learned how to engage my students and have realized how important engagement in the lesson is for the student.

I have had lots of obstacles during my Practicum, however, instead of them placing me in a depressed state, I used those obstacles as fuel for my unrelenting desire to become an educator. I have had the opportunity to observe professional educators and learn from them as they demonstrated so much knowledge of content and teaching styles. It was enlightening to be able to relate class assignments with real world experiences. One activity that stands out in my mind is the 7th grade math class where we used pictures of menu items (burgers, fries, drinks) to teach the distributive properties. Because this was so relative to the students it made it make more sense to them, and it was like seeing “light bulbs” going on in their little heads. What an awesome moment of gratification and encouragement that was for me. I look forward to entering the world of the “professional educator.’

The History of Math

Section 2.4-2.5--- Due 6/24/2014 on D2L by 4PM SHARP!

1. Fill in the blank: [1 point each]

a. The Egyptian task of land measurement was performed by specialist called rope-stretchers or rope-fasteners

b. The Greek philosopher Democritus claimed the Egyptian surveyors were highly ranked among the great geometers.

c. The Pyramid at Gizeh was built so that ½ the perimeter of the base divided by the height equals π pi.

2. True or False: [1/2 point each]

T a) The geometry problems from the Rhind Papyrus were trying to know the amount of grain stored in rectangular and cylindrical grainary.

T b) The best achievement of the Egyptians in 2-dimensional geometry was their method of finding the Area of a Circle.

T c) The Moscow Papyrus consisted of 25 problems.

T d) 5/3 = 1;40 – 5/3=x/60 so x equals 100/60 so that means it’s 1;40

3. Write the fraction 1/24 in sexagesimal notation.

[2] {show work}

1/24 = x/3600

X =150 so to write it’s 2 60’s in 150 with 30 remaining that leaves 1/24=0;2,30 since I need three spaces to denote we used 3600

4. Find the solution to this ancient Babylonian problem.

There are two silver rings, 1/7 of the first ring and 1/11 of the second ring are broken off so that what is broken off weighs 1 sheqel. The first diminished by its 1/7 weighs as much as the second diminished by its 1/11. What did the silver rings originally weigh?

Hint: consider the system of equations; (x/7) + (y/11) = 1 and (6x/7) = (10y/11)

Where x and y are the weights of the two rings.

[4] {show work}

1. Use the Babylonian procedures, solve the following system.

X + y = 8 ; xy = 15

[4] {show work}

Article Review/Critique

Ridgway, A., Northup, J., Pellegrin, A., LaRue, R., & Hightsoe, A. (2003). Effects of Recess on the Classroom Behavior of Children With and Without Attention-Deficit Hyperactivity Disorder. School Psychology Quarterly, 18(3), 253-268. doi:10.1521/scpq.

The purpose of this study was to evaluate the effects of a traditional recess on the subsequent classroom behavior of children with a diagnosis of Attention-Deficit-activity Disorder (ADHD). In addition, the time of recess was matched to the behavior of the individual children diagnosed with ADHD based on prior assessment of their room behavior as a function of time and confinement in the classroom.

In 1997, researchers did a study to present the rationale on how important having recess in the school day is to the students’ cognitive performance. They contend that younger children are unable to focus their attention for long periods of time. The researchers believed that when given breaks the students’ performance is enhanced. There is a certain amount of immaturity in these young children that act as a deterrent to their cognition. The study suggests that we should consider the developmental level of students when construction their curriculum.

“We suggest recess should not be viewed simply as an opportunity for recreation, having little to do with academic attainment; rather, we purpose that recess may play a critical role in fostering attentional skills in children.”

Pellegrini, A. D., & Bjorklund, D. F. (1997). The role of recess in children's cognitive performance. Educational Psychologist, 32(1), 35.

In 1998, this research study was conducted to determine the effect of recess on classroom behavior, specifically working, fidgeting, and listlessness (behaviors associated with ADHD). The research was conducted with 43 participants from 2 4th grade classes. Of the 43 students 5 of them had been diagnosed with ADHD. The children were allowed to have recess once a week so in order to observe their behavior on the days that they had recess, and on the days that they did not have recess. Students proved to be more on task and less fidgety on the days that they were given a recess period. Sixty percent of the children (including the 5 students with ADHD) showed considerable benefits from having recess. Their tendency to fidget and/or not work was less on the days that they had recess.

“Jarrett et.al (1998) examined the effects of recess on the on-task behavior , fidgeting, and listlessness of 43 Grade 4 students. Five of the students were reported to have diagnosis of ADD. 60% of the students benefited from recess.”

Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). Impact of recess on classroom behavior: Group effects and individual differences. The Journal Of Educational Research, 92(2), 121-126. doi:10.1080/00220679809597584

This research study was quantitative, as it is an objective research. Statistical and generalized. It is non-interventional, as groups that were compared were groups that already exist, and this research study is casual comparative.

This research study explores and investigates the theory that recess/exercise has a direct positive correlation with the behavior of students with ADHS in the classroom.

The research design was single-case multi-element design. Recess and no recess conditions were alternated daily with each condition occurring a minimum of three times.

Control procedures were used in this research study, as the researchers studied a specific group. These subjects were all the same age, the same sex, and in the same grade. Procedures were equally administered with no variation from one group to the other.

The primary participants in this study were 3 boys with prior diagnosis of ADHD. Other groups were 3 boys from each of the primary participants’ class.

The reliability of this study was fully in tact as the study showed consisted results from one study to the next. The validity of this study, which is the most important quality of a measured dependent variable did measure the affect of recess/exercise on students with ADHD and students without ADHD.

The method of data analysis was a selection of 8 year old males, in the second grade, attending a private school. The overall results show that higher levels of inappropriate behavior for post recess observations for all three primary participants on a day when they did not have recess, compared with the days that they did have recess. Inappropriate behavior was at 70% on the days that the students did not have recess, and at 35% on the days that the students did have recess.

Not only were children with ADHD evaluated, but this study also included children who were not diagnosed with ADHD. This study admitted that there would likely be variations in the results based on the children participating. All children would definitely not respond in the same way. Because children who were not diagnosed with ADHD were studied, gave way to a comparison that would have otherwise possibly been unreliable or even invalid.

Critique Review

The purpose of this study was for the evaluation of how traditional recess effects the classroom behavior of children with Attention Deficit Hyper-activity Disorder. (ADHD).

I found this article to be most interesting and enlightening. I have always thought that recess was a very important part of the child’s school day. I was impressed by the information given “According to Pellegrini and Bjorkland (1997), recess has been part of the school day since formal educational systems were established.”

I was surprised, however, that in the “1950s, scheduling of three recess a day was typical in the United States (Mulrine, 2000). I don’t really know or understand why there was ever any controversy about if recess was a necessary part of the school day. I believe that this article’s findings enhance the importance of recess. Even children who are not diagnosed with Attention Deficit Hyper-activity Disorder (ADHD), need, in my opinion, at least one recess period during the school day. I think that recess is a time when children can burn off the excess energy that causes them to be less attentive, and task oriented.

The methodology seemed to be one that proved to be done well. I think that the participants (8 year olds) were an excellent group. I can appreciate that the participants (primary and secondary) where 8 year old 2nd graders. I believe that this is a good age to study, as these children are at a crucial development stage of their life.

The fact that along with the primary participants (who had been diagnosed with ADHD) there were students of the same sex, same age, and same grade chosen for this study. There were participants who had not been diagnosed with Attention Deficit Hyper-activity Disorder, which I believe gave a sense of balance. The private school where the experiment was done was an ideal place for this, as it did not have a regularly scheduled recess.

The strength of this study is that it provides much needed information on the subject of the effects of recess on students with/without ADHD. It measured the positive effect of recess on the behavior of children. The weakness of this study if there was one, would be, in my opinion, was that the observers were students instead of professionals.

The overall importance of this study is the significant consistency with previous findings. It reinforces findings that have previously shown that children become less attentive as a function of time of classroom confinement (Pellegrini & Davis, 1993; Pellegrini et al., 1995), and that, in general, children are more on task and fidget less when thy had recess, compared with when they did not have recess (Jarrett et al., 1998; Pellegrini et al,. 1995)

This study could possibly aid physicans in their attempt to medicate these students. Maybe when prescribing medicine, activity can be considered as a form of treatment and thus the medication may be given in lower doses.

Astronomy Activity

October 15, 2014

Ben McGimsey Middle School

1234 Knowledge Rd

Education, Sat Mars 34567

6th Grade Science

I. Standard: S6E2 – Students will understand the effects of the relative positions of the earth, moon, and sun.

a. Demonstrate the phases of the moon by showing the alignment of the

Earth, moon, and sun.

II. Objective: To introduce the phases of the moon. To raise the students’

awareness of the moon and its role in our solar system.

III. SWBAT (Students will be able to) recognize the phases of the moon and calculate the time span of each phase.

An old New England anecdote describes how farmers received reliable weather reports before radio, TV, and even the Farmer's Almanac. Each morning, the farmer would look at a stone hung outside his window. Just a glance could tell him just as much about the weather as any high-tech modern gadgets: if it's wet, it's raining; if it's white, it's snowing; if it's swaying, it's windy; and if it can't be seen, it's foggy. Similarly, many of the simplest ways of determining time are obvious: if it's dark, it's night; if light, day; if warm, summer; if cold, winter. Unfortunately, such simple indicators are usually not sufficient. It is not enough for people planning winter rations of food to know that it's winter they need to know for how much longer it will be winter. Farmers planning their crops need to know when to plant their fields.

IV. Activity; Students will work in groups of 3 and will make a calendar for the current year with moon phases. After making their calendar students will count and write down the number of days between each individual moon phase.

Students should try to devise calendars based on their observations and calculations. They have to decide where in the moon’s cycle to begin the month. They may name their months.


How useful are the moon’s monthly cycle in constructing a calendar?

Are there any difficulties involved with basing a calendar on the lunar cycle?

Is seven a good number of days per week?

Could we have 5 days in a week? Explain

Could we have 10 days in a week? Explain




Color Pencils


Lesson Plans

September 11, 2013

Panola Way Elementary School

Fourth Grade Mathematics

I. Standard: M4N1. Students swill further develop their understanding of how whole numbers are represented in the base-ten numeration.

· Essential question – How do we round numbers to the nearest 100?

· Introduction – Do Now – Morning work 5mins

II. Objective: To reinforce previous lessons taught on the subject of place value of numbers and ordering numbers in the base-ten system. Students will actively participate in hands on activity while lesson is being taught.

· SWBAT: To order numbers from greatest to least, and from least to greatest. Students will round numbers to the nearest 100, as well as use equalities and/or inequalities when determining the value of numbers.

Materials needed: paper bags, tickets, and Ticket Master recording sheets, worksheets

IV. Body: (40 mins)

I do: (5 mins)

· Teacher will take bag with 20 tickets (10 attached, 10 detached) and demonstrate step by step instructions, first removing attached tickets from bag and placing them face down on the desk. Teacher will then remove unattached tickets from bag and arrange them in order from least to greatest (remind students that when we list numbers from least to greatest, we begin with the number that represents the smallest value.

We do: (5 mins)

· Teacher will choose a student to partner with for this demonstration

· Chosen student will us the 10 attached tickets from teachers bag of tickets to check ordered numbers done by teacher.

They do: (30 mins)

· Students will work in pairs. (Student #1, Student #2)

· Student 1 will remove 10 attached tickets from bag and place them face down on desk.

· Student 2 will remove the 10 unattached tickets and place them on the desk in order from least to greatest.

· Student 1 will check he ordered numbers done by student 2 by comparing the order with the list of attached tickets.

· Teacher will ask students to clear their desk except for one sheet of paper and a pencil. Teacher will then ask students to quietly get into groups of twos.

· Teacher will then pass out paper bags containing 20 tickets (10 unattached, 10 attached) and a Ticket Master score sheet.

· Teacher will give instructions to students as they participate in Task #1, and give an example as to how the information is to be recorded.

· Students will place the attached tickets to the side of their desk face down.

· Students will take the detached tickets and arrange them in order from greatest to least.

· When students have completed this task their partner will use the attached tickets to check answers.

· Then in order for the second student to do the same task, each group will exchange their bag with another group, and the student who checked in the first sequence of the task, will now be the student who records the numbers from greatest to least.

· Teacher will initiate a discussion as to how the students did or did not do on the task. Teacher will ask what the students found difficult in performing the task. If students have had difficulties, teacher will further discuss and demonstrate.

· Teacher will now instruct students to detach the attached tickets and put them in the bag.

· The students will put all 20 detached tickets into 1 bag, and pass the bag to the person sitting on their right.

· When the exchange is complete, each student takes 10 tickets from the bag and places them face down in front of them.

· Each student will turn their top ticket face up on the table next to the other student's ticket.

· Both students will record an equality or inequality statement using the numbers on the tickets.

V. Conclusion: (10 mins)

· Exit ticket - Students will be given an exit ticket before leaving class, they will need to copy numbers from the board and put them in order from greatest to least, and round ordered numbers to nearest 100.


Teacher will create ticket strips that do not have sequential numbering. Have students practice putting in order varied numbers, including numbers with fewer or more digits in them.

Starting at one of the numbers on a tickets, have students skip count by 10, 100, 1,000, 10,000 or 100,00 Listing the numbers vertically on paper allows students to easily find paterterns in the numbers. For added challenge, have students skip count by 175, 200, 250, 500, or 750.


Have students use tickets with fewer digits in each number.

Allow students to use a blank place value chart and write the numbers in the chart showing the correct placement of the digits. This cueing device may assist students in comparing digits in the same place in order to determine value.

February 28, 2014

Henderson Middle School

Topic: 7th Grade Mathematics

Timeline: This lesson requires 55 minutes.

Mathematical Practices Standards:

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriated tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

I. Standard: MCC7.SP. Statistics and Probability - 7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations abut a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

II. Objective: To introduce drawing inferences, random sampling, biased and unbiased sampling.

III. SWBAT: Students will be able to understand and discuss the process of random population sampling, and will be able to identify a biased and an unbiased sample.

IV. Warm up: (Do Now) (7 minutes) As students enter the class teacher will inform them to get their notebooks from the shelf quietly. Teacher will say to students “the focus of today’s lesson will be the sampling of a population, and determining whether or not the sample is random and/or biased. Teacher will ask, “What is a population?” Students may reply with “a large group of people” or maybe “people that live in a certain area.” Teacher will explain that these answers are correct, but that today we will use population in a mathematical sense. Teacher will tell the students to copy the vocabulary words and definitions from the board. (Population – a group of individuals or objects that you may want to study. Sample - a part of a population. Random Sample - a sample in which every member of a population has an equal chance of being selected. Biased sample is a sample in which some members of a population are more likely to be chosen than others. Probability – measures the chances of an event occurring. The probability of an event that must occur, a certain event is 1. When no outcome is favorable, the probability of an impossible event is 0.

V. Instruction: (10 mins) (I do) Teacher will stand in front of the class, and get the attention of the students by using the “clap strategy” (If you hear my voice, clap once, if you hear my voice, clap twice, etc.). Teacher will discuss random sampling and explain that random sampling is an unbiased type of sampling. Teacher will say to students: If I am at Baskin Robbins, and surveyed the people who came in while I was there, by asking them if they like ice cream, do you think that my sample would be biased or unbiased? Some students will say biased, some may say unbiased. Teacher will then say: Well, on average would someone who doesn’t like ice cream be in an ice cream shop? Teacher will then say: If I only surveyed the people who are at the ice cream shop, then my sample would be biased simply because I only surveyed people who eat ice cream. Students will show signs of “the light bulb coming on” in their heads, and my possibly respond with “Oh yea” or some other indication that they understand why that sample would be biased. Teacher will say to students “I have three items a starburst, a now and later, and a mint. I am going to place them in this bag and demonstrate random sampling.” Teacher will demonstrate random sampling by placing a starburst, a now and later, and a mint, into a paper bag and as she is shaking the bag in order to mix the items thoroughly she will them begin asking students the following questions: “Which one of the three items do you think I will choose? What is the probability that I will chose the starburst? Is this sampling biased or unbiased? Teacher will ask, “what are your questions?” and if students have questions about what was just explained the teacher will further explain, and engage in another conversation.

VI. Guided Practice: (18mins) (We do) Teacher will walk around the room and issue each student a strip of blank paper. Teacher will then instruct students to use their pencils to write their names on the strips of paper. After students have written their names on the strips of paper, teacher will collect the strips, and place them in the paper bag. (Teacher will introduce the probability formula P (event) = number of favorable outcomes/number of possible outcomes). Teacher will tell students that this formula is what we will use to compute probabilities. Then in order to demonstrate that each name has the same probability of being chosen the teacher will allow students to come to the front of the room (one at a time, and not more than 5) while the teacher holds the bag, and choose a strip from the bag. While students are preparing to choose a name from the bag the teacher will ask questions to assess the knowledge of the application being used. Teacher will ask students “can you tell me whose name you will choose from the bag?” (Students may say that they can/will pull a specific name from the bag, but because this is a random sampling process there is no way of knowing whose name will be chosen. Then teacher will ask “is random sampling biased or unbiased?” Teacher will say to the 3rd student that comes to choose from the bag of names; I want you to pull ______ (a particular student’s name). Students won’t be able to do this simply because of the randomness of the procedure. There is no way that a student can deliberately pull a certain name from all the names in the bag, because every name has the same chance of being picked. Students have no way of knowing which name they will choose which will further demonstrate the randomness and probability of the activity. Teacher will say to students: “While making inferences we use probability, so lets talk briefly about probability, and what it is. Teacher will ask students “what do you know about probability? How do we use probability? (Students’ answers will vary)

Teacher will present the following problem

A researcher chose a random sample of registered voters in Kentsville. He found that 3 out of every 5 voters surveyed said they would vote for Miguel Miller for Mayor. If there are 800 eligible voters in Kentsville, predict how many of these voters will choose Miguel Miller for mayor. Why would this be a valid inference?

Teacher will ask: Is this sample representative of the population?

Can we predict how many voters will vote for Miguel Miller?

How would we do that?

The answers that students may give will vary, and will engage the class in further discussion about how to use the given information to predict possible outcomes.

3/5 x 800/1 =2400/5 =480

Since the sample is random, it is probably representative. A valid inference to draw would be that 3/5 of 800 voters in Kentsville or about 480 voters will vote for Miguel Miller in the general election.

VII. Independent Practice: (10 mins) (You do) Teacher will give students the “Application of Random Sampling” worksheet. Students will use the “Application of Random Sampling” exercise to validate their understanding of the concept of random sampling. As students are working on the worksheet, teacher will circulate the room to ensure that students are on task, and to assist any student that may need further assistance.


INTERVENTION ACTIVITY –Teacher will tell the class that we are going on a field trip. Teacher will relay to students that a committee of 7 students will decide where to go and that we want everyone to have a fair chance. Teacher will explain to students that in order to choose the 7member committee she would put each student’s name on the slips of paper and choose 7 names from that population. Have students discuss whether this is a fair method and explain why or why not. (1st period)

ON LEVEL ACTIVITY: Teacher will announce that the school board wants to conduct a survey to find out how much homework students should have. The board wants a wide variety of people to respond. Ask students to think about different possibilities for the sample survey population. Have students describe samples that favor the opinions of various groups such as parents, teachers, good students, or struggling students. (4th/period/7th period)

CHALLENGE ACTIVITY: Students will be grouped into groups of 4. Students will copy the table from the board on one sheet of paper, and will cut the other sheet of paper into 35 equal slips. Each group will use the number cubes to generate 35 random numbers between 2 and 12. As each number is rolled have one student record it neatly on a blank slip until all 35 slips have a number. Each group will find the mean and median of the entire data set and record it in their table. (6th/period)


Choose one of the problems below and explain how you arrive at you answer. (Show your work.

  1. Georgia Pacific has 2200 employees, in a random sample of 100 employees, 70 ride Marta to work. Predict the number of employees at Georgia Pacific who ride Marta to work. (Show your work) Is this sample biased or unbiased?
  2. Ms Allen wanted to find out how many teachers at Henderson Middle School drive more than 10 miles to work. She surveys a six-grade team. Is sample representative of the teachers at Henderson middle school? Why or why not? Is the sample biased or unbiased?

Parallel Task: You may choose either problem A or problem B to validate your knowledge of identifying random sampling and probability and prediction.

A. Khalid wants to find out if most students at his middle school would support using school money to buy new football equipment. Decide if each way of choosing a sample will result in a sample that is either representative or biased. Explain why.

  1. Khalid surveys every 10th student entering the cafeteria during seventh-grade lunch. _______________________________________

  1. Khalid selects the names of 50 students at random from a school directory and surveys them. ________________________________________________

B. Parents of students at a middle school were randomly selected to participate in a survey. Thirty-one out of 50 parents who were surveyed support extending the school day. There are a total of 420 parents with children at the middle school. Predict how many of those parents are likely to support extending the school day. Show your work.

ELL SUPPORT: Have students suppose that I wanted to find out how many students on the 7D team liked chocolate ice cream. I surveyed Ms. Burnett’s first period math class to draw my conclusion. Is this sample biased/unbiased? Explain.

REAL WORLD CONNECTION: Many times while we are out at grocery stores or shopping centers we see people who are taking surveys. They ask us questions about products or services, and the people they ask the questions of represent a sample of the population. This is a type of random sampling

VIII. Closing: (5mins) Teacher will say to students: We have discussed several things today; we talked about random sampling, population, biased and unbiased sampling, and we discussed and worked problems in order to draw inferences. So lets review what we have learned. Teacher will ask; what is a population? (Students will answer according to their retention of today’s lesson) What is a sample? Describe a biased sample.

Formative Assessment: (5 mins) Exit ticket – Answer the following:

Tripp wants to know how the students in his school feel about the new dress code. He surveys all the students in his homeroom. Is his survey biased? If it is, what could he have done differently to make it representative?

Homework: Choosing samples worksheet. (Discovery Education) Homework is differentiated.

Student Misconception: Students may think that choosing a sample randomly is a guarantee that the sample may be automatically representative.

Essential Questions: Asked throughout the lesson.

Is random sampling biased or unbiased? Why or why not?

What type of sampling do you think is the best representative of a population?“ Please explain your answer.

Materials Needed:

Application for Random Sampling worksheet

Blank strips of paper

A paper bag


Application for Random Sampling worksheet


Math notebook


“Ten Commandments for Teachers”

- George Polyá in Mathematical Practice

1. Be interested in your subject.

2. Know your subject.

3. Know about the ways of learning- the best way to learn anything is to discover it by yourself.

4. Try to read the faces of your students, to see their expectations and difficulties- put yourself in their place.

5. Give them not only information, but “know-how”- attitudes of mind, the habit of methodical work.

6. Let them learn guessing.

7. Let them learn proving.

8. Look out for such features of the problem at hand as may be useful in solving the problems to come- try to disclose the general pattern that lies behind the present concrete situation.

9. Don’t give away your secret all at once. Let the students guess before you tell it, and let them find out by themselves as much as possible.

10. Suggest it- don’t jam it down their throats.

Two of Dr. Polyá’s more thought-provoking quotes:

“It may be more important in math class how you teach than what you teach.”

(from Mathematical Discovery on Understanding, Learning, and Teaching Problem Solving)

“The first rule of teaching is to know what you are supposed to teach. The second rule of teaching is to know a little more than what you are supposed to teach.”

(from How to Solve It: A New Aspect of Mathematical Method

Sample Question-Generating Stems for Teachers:

Why does ________ ?

Why do you think ________ ?

Does anyone have a different way to explain ________ ?

How can you prove ________ ?

Is ________ always true?

How would you use ________ ?

What could be the reason for ________ ?

What would happen if ________ ?

How does this relate to ________ ?

What facts support ________ ?

Does ________ when ________ ?

How could we find out if ________ ?

What examples show ________ ?

What other way could you ________ ?

What would happen to the pattern if ________ ?

What kind of pattern does ________ show?

What rule explains ________ ?

What would best ________ ?

Sample Thinking Log Stems for Students:

I was successful in ________

I got stuck ________

I figured out ________

I got confused when ________ , so I ________

I didn’t expect ________

I think I need to redo ________

I need to rethink ________

I first thought ________ , but now I realize ________

I’m not sure why ________

What puzzled me the most was ________

I was really surprised when ________

I will understand this better if I ________

I stopped ________ because ________

I think tomorrow I would like to try ________

The hardest part of this was ________

I figured it out because ________

Right now I’m thinking about ________

I wish I could ________

I really feel good about the way ________

Top 20 Online Resources

CCSSM: www.corestandards.org/assets/CCSSI_Math%20Standards.pdf


Type 1: www.ixl.com/standards/georgia/math





Type 2: www.mathwire.com/problemsolving/probs2.html



Type 3: www.exemplars.com

All: www.doe.mass.edu/mcas/search



Lessons: http://illustrativemathematics.org






Additional Weblinks



“Stripe” Whistling:


Sample Support Materials- DOK & CCSSM Assessment:


Sample Team Relays:


Calvin (and Hobbes) in Math Class w/Susie:


Reflecting on Instruction and Assessment

in Our Professional Learning Community

Part 1: Questions about Learning Mathematics Concepts, Procedures, and Skills

1) What preconceptions seem to be the most prevalent among our students?

2) Do our students exhibit any of the common misconceptions or learning difficulties noted in the research on learning?

3) Which concepts, procedures, or skills seem to be the most problematic for our students?

4) What terminiology do our students use to describe their ideas? To what degree are they able to use mahematical terms with understanding?

5) Are our students sufficiently engaged with the content?

Part 2: Questions about Students

6) Which students seem to be progressing well towards the mathematical ideas?

7) Are there particular students who appear to have more difficulty than others? Who are they?

8) How can we use formative assessment to differentiate instruction for particular students?

Part 3: Questions about Teaching

9) Are our students responding positively to instruction?

10) Is the pace of our instruction appropriate?

11) What does formative assessment indicate with respect to how well our curriculum matches our teaching and learning goals?

12) What do we need to do to improve our lessons so there is greater opportunity for students to engage and to learn?

13) Do some FACT’s fit more readily in our teaching than others? Which FACT’s have the greatest potential to produce the most positive results?

14) What changes/modifications need to be done to our FACT’s in order to increae their effectiveness?

15) What new FACT’s can we add to the ones we have seen and/or already used?