Transcript 2009-10 Overview in my classroom
Slide 1
Richfield Public School Academy
2009-2010
Kaycee Dammann
7 TH – 8 TH G R A D E M A T H P O R T F O L I O
Slide 2
Bulletin Boards
Each month a new question is posted outside my classroom to challenge students and
encourage them to work together.
Slide 3
Student Led Daily Warm Ups
“I felt encouraged to try the problems even when I wasn’t sure of the answer. I received support and help
every time.”
~Chantel Reedy
Slide 4
Workshop
Workshop takes on all
different meanings in
my classroom. It can be
a tough logic puzzle, a
hands on brain building
activity, study island, or
small group instruction.
“I enjoyed the logic puzzles because it challenged my brain and kept me focused so I wasn’t talking.” ~Kyler Jarvis
Slide 5
7th Grade Math
THROUGHOUT THE YEAR STUDENTS USED HANDS ON
ACTIVITIES, TECHNOLOGY, AND BOTH VISUAL AND VERBAL
REPRESENTATIONS TO LEARN ALGEBRA AND THE GRADE
L E V E L C O N T E N T E X P E C T A T I O N S F O R 7 TH G R A D E .
Slide 6
90%
7th Grade Unit
Data
80%
At the beginning of each
chapter I assessed
students prior
knowledge. After each
chapter, I formally assess
what knowledge they had
acquired. The green bars
indicate the percentage of
knowledge students
gained each chapter.
60%
Topics covered include:
data and probability,
understanding
expressions, signed
numbers, linear
relationships, solving
equations, ratio and
proportion, interpreting
graphs, and similarity.
70%
50%
40%
30%
20%
10%
0%
Pretest
Post Test
Growth
Slide 7
Grade
STAR Math
Data
7th Grade STAR Testing
2009-10 Grade Equivalent
7th
7th Grade students took
STAR Math five times
this year. On average,
the 7th grade students
increased their STAR
Math Grade Equivalent
by two and a half grade
levels. The discrepancy
in January was due to a
lack of test monitoring
which was corrected for
the final two tests.
9
8
7
6
5
4
3
2
1
0
Grade
Equivalent
Slide 8
Chapter 10:
Graphing
In this chapter,
students learned to
represent and interpret
data using circle
graphs, stem and leaf
plots, and box-andwhisker plots. Students
also used their prior
knowledge to practice
plotting points on the
Cartesian plane. Geo
boards were used to
provide students with a
concrete foundation of
plotting points.
“I really like the stem
and leaf plots because
it was easy to see the
pattern and interpret
that data it
represented.”
~Adriana Ruiz
Slide 9
Chapter 1:
Understanding
Expressions
Students learned to
understand the basic
properties of real
numbers including
common known
identities.
Students used algebra
tiles to practice
combining like terms,
and to show their
understanding of the
distributive property,
associative property, and
commutative property
This provided students
with a hands on approach
to Algebra.
“I enjoyed using Algebra tiles in math class. I was able
to manipulate them to find the answers to the
equations. They were also helpful in checking my
answers.”
~Emmanuel Solis
Slide 10
Chapter 4:
Signed
Numbers
Students solved
problems involving
operations with integers
as well as performing
basic operations on
positive and negative
rational numbers.
Students used counters
to practice adding,
subtracting,
multiplying, and
dividing positive and
negative numbers.
“The counters helped me see and understand subtracting
numbers with negative signs.”
~Marcelina Alaniz
Slide 11
Chapter 5:
Linear
Relationships
Students identified
directly proportional
and linear relationships
through teamwork and
presentations. Students
created posters that
outlined the basic
characteristics of
directly proportional
and linear relationships
and presented them to
the class. They had to
give examples and nonexamples, and explain
how to identify the
relationship.
“I learned the difference
between the relationships
and understand it better
because I was able to
show my work through
pictures.”
~Alyson Countryman
Slide 12
Chapter 6:
Solving
Equations
Students solved one
and two step Algebraic
equations. They
practiced using bags
and blocks to help them
visualize the concept of
a variable. Also,
students used
interactive whiteboard
scales to keep their
equations properly
balanced.
Higher level learners
where challenged with
more complex multistep equations.
“What I liked most about math this year was how to
solve an algebraic equation using bags and blocks.”
~Asonte Miller
Slide 13
Chapter 8:
Ratio &
Proportion
Students solved
proportion problems
and solved for the rate
of change. They used
the scale factor to
enlarge and shrink
objects, such as the
sailboat to the right.
Students also
constructed similar
figures out of blocks.
These introductory
activities laid the
foundation for students
to understand more
complex proportion
problems.
“I like using the
graph paper to
draw scale
drawings. This
helped me
understand the rest
of the chapter by
starting with this
project.”
~Anthony Johnson
Slide 14
Chapter 9:
Interpreting
Graphs
Students used the topics
learned in Chapter 5 to
apply it further to
inversely proportional
relationships.
Students created posters,
each with a different
equation, stated whether
the relationship was
directly proportional,
linear, or inversely
proportional. They had to
explain their reasoning
and show their results in
a graph. Each group
presented their findings
to the class and discussed
the differences between
the three relationships.
“I enjoyed learning about the
different graphs of equations and
how we were able to create
posters that had a different
equation so we could learn from
each other.
~Emmanuel Solis
Slide 15
Chapter 7:
Geometry &
Constructions
Protractors, compasses,
and rulers were used by
the students to create
similar figures. Students
where challenged to
identify congruent shapes
and to construct both
similar and congruent
shapes. Students learned
the main angle
relationships and
characteristics of
triangles.
Lower level learners used
trace paper to visualize,
measure, and compare
different figures.
“I truly learned
geometry. I
will remember
this for a long
time because
we used
compasses and
protractors the
correct way.”
~Kaycee Kolar
Slide 16
7th Grade Student Reflections
“I enjoyed learning Algebra this year. I liked how fast I got at solving equations
using the opposite operation. I feel that I learned how to study for math and
problem solve.”
~Dominique Walker
“I learned the order of the four blocks of writing and I found that using it makes
problem solving easier. It helps me organize my ideas and solve problems in order.”
~Kaycee Kolar
“What I liked most about math this year was when we created the pi chain on pi
day.”
~Jerricka Goodlow
“Mrs. Dammann helped me in math by showing me the right way to use a compass
and protractor.”
~Roshaad Grass
“Mrs. Dammann has helped me in both being in groups and working independent
better from the beginning of the year to the end of the year. She has helped me
become a better student at math.”
~Grant Humphrey
Slide 17
8th Grade Math
THROUGHOUT THE YEAR STUDENTS USED HANDS ON
ACTIVITIES, TECHNOLOGY, AND BOTH VISUAL AND VERBAL
REPRESENTATIONS TO MASTER ALGEBRA AND THE GRADE
L E V E L C O N T E N T E X P E C T A T I O N S F O R 8 TH G R A D E .
Slide 18
100%
8th Grade Unit
Data
At the beginning of each
chapter I assessed
students prior
knowledge. After each
chapter, I formally assess
what knowledge they had
acquired. The green bars
indicate the percentage of
knowledge students
gained each chapter.
Topics covered include:
probability, linear
relationships, quadratic
and inverse relationships,
exponents, solving
quadratics, functions and
their graphs, and
measures of central
tendency.
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pretest
Post Test
Growth
Slide 19
Grade
STAR Math
Data
8th Grade STAR Testing
2009-10 Grade Equivalent
8th
8th Grade students took
STAR Math five times
this year. On average,
the 8th grade students
increased their STAR
Math Grade Equivalent
by more than two and a
half grade levels. The
discrepancy in January
was due to a lack of test
monitoring which was
corrected for the final
two tests.
10
9
8
7
6
5
4
3
2
1
0
Grade
Equivalent
Slide 20
Chapter 9:
Probability
Students learned how to
apply the Basic Counting
Principle to find the total
number of outcomes possible
for independent and
dependent events. They
created lists, tree diagrams,
and formulas to find the
sample space. Students
debated the difference
between both theoretical
probability and experimental
probability as well as
independent versus
dependent events. They
created real world examples
that could be applied to the
topics they were learning.
Advanced learners were
taught the difference between
permutations and
combinations and how to
calculate the solutions.
“Using hands on activities and simple formulas helped me
understand probability. This was my favorite chapter”
~Aaron Rowell
Slide 21
Chapter 1:
Linear
Relationships
Students studied the
difference between
linear functions,
quadratic functions,
and other simple
functions. They used
color coded flash cards
to identify a direct or
indirect variation.
Students created their
own examples of basic
functions using tables,
graphs, and equations.
“The cards helped me figure out the equations by
remembering a color coded system. On the test I
visualized the cards and was able to easily recall
the correct answers. I can use this skill in all of
my classes”
~Tyler Panek
Slide 22
Chapter 2:
Quadratic &
Inverse
Relationships
Students learned how to
relate an equation to its
graph through a parabola
project where students
researched where
parabolas could be found in
the real world. Some
students built catapults out
of pencils and rubber
bands, while others showed
that parabolas can be found
when shooting a basketball.
Students then
demonstrated their project
to the class which included
explaining how to find the
related equation and
graphing the curve.
“I liked the way the project fit with my love for skating.
It helped me remember the hard equations by linking it
with the vision of my hockey stop”
~Austin Molina
Slide 23
Chapter 3:
Exponents
Students learned how
quickly exponential
functions grow by folding
or cutting a piece of paper
in half or in thirds as many
times as possible while
counting the number of
folds or cuts. Students were
able to visualize
exponential growth and
understand how exponents
work. Technology is often
integrated in the classroom
so the students can
demonstrate what they
discovered to their
classmates.
The children’s book One
Grain of Rice was used in
class to show exponential
growth and to give students
a visual aid to help their
learning.
“It was interesting
because we
interacted with
different activities
that were fun. I
liked using the
story book with
our lesson.”
~Breona Rehil
Slide 24
Chapter 4:
Solving
Systems of
Equations
“I found that solving systems of equations was
challenging and fun at the same time!”
~Devon Lahring
Students learned how to
solve systems of linear
equations by graphing,
substitution, and
elimination.
Advanced students were
taught the Gaussian
Elimination method
using operations on
matrices.
Lower level learners were
encouraged to use
algebra tiles and other
visual aids to learn how
to substitute an
expression into an
equation for a variable.
Students were taught to use their calculators to graph
equations and solve systems of two linear equations.
Slide 25
Chapter 6:
Expressions
Students learned how to
expand simple quadratic
equations with integer
coefficients. Groups of
students were given
different sets of equations
that follow common
formulas and directed to
“find the rule.” Students
had to work together to
find what was in common
among each set of
equations and disregard
what was inconsistent.
Each group came up with
their rule, created a
poster, and presented
how the rule works to the
class on the smart board.
“I found this chapter easy to understand because we used the
acronym– FOIL – and we also created our own acronyms for
other math ideas, which will be a great tool in my life.”
~Quientin Lee
Slide 26
“Using Algebra tiles, I was able to
Chapter 7:
Solving
Quadratics
Students demonstrated
their knowledge of
factoring using algebra
tiles and showing all of
their steps. Students
also worked together to
write out the steps of
more complex factoring
computations, and
explained the
properties needed to
solve for the variable.
Posters covered the
room as students
discussed the different
methods they
discovered to solve a
quadratic function.
figure out how to break down long
equations to solve for x.”
~Michael England
“I liked square roots because it was
easy for me to understand and find
the answers.”
~David Rice
Slide 27
Chapter 8:
Functions &
Their Graphs
Students focused their
learning on relating
various families of
graphs to their
functions. They learned
how to identify, write,
and graph equations
that have had various
shifts and translation
applied to the original
equation. Students
studied the effects of a
shift on parabolas and
cubic functions. In the
posters to the left
students
“This chapter showed
me that through
practice I could get the
task done quicker and
knew the material
better.”
~Josh Price
Slide 28
Chapter 10:
Measures of
Central
Tendency
Students used their
prior knowledge of the
measures of central
tendency to analyze and
determine which best
represented a data set.
They also learned to
recognize practices of
collecting and
displaying data that
may bias the
presentation or
analysis.
“What I liked most about the measures of central
tendency was that a lot of it was based on prior
knowledge so it was easier for me to learn the new
material with a strong understanding of it already.”
~Dae-Shawn Spencer
Slide 29
Michigan High
School Secondary
Credit
Assessment.
For the first time in
Richfield PSA’s history
we have had students
pass this test! Hopefully
we can get them right
into Geometry starting
next year. These
students (from left):
Seth Vankooten, Devon
Lahring, Tori
Promenchenkel, and
Michael England
worked very hard all
year, and proved that
hard work pays off!
Slide 30
8th Grade Student Reflections
“Mrs. Dammann is a great teacher. She is a funny person whose serious about peoples
education. She always helped me by going through problems with me and making sure I
succeeded at times I felt I would fail. She would go out of her way to make sure I understood,
even when I made little mistakes she would help me correct the error.”
~Michael England
“What I liked most about math class was creating parabolas and watching the videos that the
other students in my class created. I learned to recognize parabolas in everyday objects.”
~Rayven Layton
“My favorite part about math this year was the individual attention I got from the teachers.
Mrs. Dammann worked hard to keep me on track and motivated.”
~Mark Roy
“This year I really enjoyed math. I am glad I have had a math teacher like Mrs. Dammann.
She is always there for me when I need help and when I don’t understand she sits and explains
it to me until I get the point. To be honest, math isn’t my favorite subject, but now I have a
teacher who would never give up on me and I take more interest in math.”
~ CJ Brett
Slide 31
School Improvement!
70%
Our school improvement
goal was to increase
students knowledge of
the numbers and
operations GLCE’s.
Students practiced their
skills daily through
warms ups and mental
math practice sessions.
60%
50%
40%
8th Grade
7th Grade
30%
20%
10%
0%
December
March
June
MMLA
Improving Student’s knowledge of
Numbers and Operations
Slide 32
Team Building & Field Trips
Richfield Park Team Building Fieldtrip: Students
participated in relay games and various activities
to form bonds at the beginning of the year.
Students worked together to decorate the
classroom door for National Literacy
Month.
Richfield Public School Academy
2009-2010
Kaycee Dammann
7 TH – 8 TH G R A D E M A T H P O R T F O L I O
Slide 2
Bulletin Boards
Each month a new question is posted outside my classroom to challenge students and
encourage them to work together.
Slide 3
Student Led Daily Warm Ups
“I felt encouraged to try the problems even when I wasn’t sure of the answer. I received support and help
every time.”
~Chantel Reedy
Slide 4
Workshop
Workshop takes on all
different meanings in
my classroom. It can be
a tough logic puzzle, a
hands on brain building
activity, study island, or
small group instruction.
“I enjoyed the logic puzzles because it challenged my brain and kept me focused so I wasn’t talking.” ~Kyler Jarvis
Slide 5
7th Grade Math
THROUGHOUT THE YEAR STUDENTS USED HANDS ON
ACTIVITIES, TECHNOLOGY, AND BOTH VISUAL AND VERBAL
REPRESENTATIONS TO LEARN ALGEBRA AND THE GRADE
L E V E L C O N T E N T E X P E C T A T I O N S F O R 7 TH G R A D E .
Slide 6
90%
7th Grade Unit
Data
80%
At the beginning of each
chapter I assessed
students prior
knowledge. After each
chapter, I formally assess
what knowledge they had
acquired. The green bars
indicate the percentage of
knowledge students
gained each chapter.
60%
Topics covered include:
data and probability,
understanding
expressions, signed
numbers, linear
relationships, solving
equations, ratio and
proportion, interpreting
graphs, and similarity.
70%
50%
40%
30%
20%
10%
0%
Pretest
Post Test
Growth
Slide 7
Grade
STAR Math
Data
7th Grade STAR Testing
2009-10 Grade Equivalent
7th
7th Grade students took
STAR Math five times
this year. On average,
the 7th grade students
increased their STAR
Math Grade Equivalent
by two and a half grade
levels. The discrepancy
in January was due to a
lack of test monitoring
which was corrected for
the final two tests.
9
8
7
6
5
4
3
2
1
0
Grade
Equivalent
Slide 8
Chapter 10:
Graphing
In this chapter,
students learned to
represent and interpret
data using circle
graphs, stem and leaf
plots, and box-andwhisker plots. Students
also used their prior
knowledge to practice
plotting points on the
Cartesian plane. Geo
boards were used to
provide students with a
concrete foundation of
plotting points.
“I really like the stem
and leaf plots because
it was easy to see the
pattern and interpret
that data it
represented.”
~Adriana Ruiz
Slide 9
Chapter 1:
Understanding
Expressions
Students learned to
understand the basic
properties of real
numbers including
common known
identities.
Students used algebra
tiles to practice
combining like terms,
and to show their
understanding of the
distributive property,
associative property, and
commutative property
This provided students
with a hands on approach
to Algebra.
“I enjoyed using Algebra tiles in math class. I was able
to manipulate them to find the answers to the
equations. They were also helpful in checking my
answers.”
~Emmanuel Solis
Slide 10
Chapter 4:
Signed
Numbers
Students solved
problems involving
operations with integers
as well as performing
basic operations on
positive and negative
rational numbers.
Students used counters
to practice adding,
subtracting,
multiplying, and
dividing positive and
negative numbers.
“The counters helped me see and understand subtracting
numbers with negative signs.”
~Marcelina Alaniz
Slide 11
Chapter 5:
Linear
Relationships
Students identified
directly proportional
and linear relationships
through teamwork and
presentations. Students
created posters that
outlined the basic
characteristics of
directly proportional
and linear relationships
and presented them to
the class. They had to
give examples and nonexamples, and explain
how to identify the
relationship.
“I learned the difference
between the relationships
and understand it better
because I was able to
show my work through
pictures.”
~Alyson Countryman
Slide 12
Chapter 6:
Solving
Equations
Students solved one
and two step Algebraic
equations. They
practiced using bags
and blocks to help them
visualize the concept of
a variable. Also,
students used
interactive whiteboard
scales to keep their
equations properly
balanced.
Higher level learners
where challenged with
more complex multistep equations.
“What I liked most about math this year was how to
solve an algebraic equation using bags and blocks.”
~Asonte Miller
Slide 13
Chapter 8:
Ratio &
Proportion
Students solved
proportion problems
and solved for the rate
of change. They used
the scale factor to
enlarge and shrink
objects, such as the
sailboat to the right.
Students also
constructed similar
figures out of blocks.
These introductory
activities laid the
foundation for students
to understand more
complex proportion
problems.
“I like using the
graph paper to
draw scale
drawings. This
helped me
understand the rest
of the chapter by
starting with this
project.”
~Anthony Johnson
Slide 14
Chapter 9:
Interpreting
Graphs
Students used the topics
learned in Chapter 5 to
apply it further to
inversely proportional
relationships.
Students created posters,
each with a different
equation, stated whether
the relationship was
directly proportional,
linear, or inversely
proportional. They had to
explain their reasoning
and show their results in
a graph. Each group
presented their findings
to the class and discussed
the differences between
the three relationships.
“I enjoyed learning about the
different graphs of equations and
how we were able to create
posters that had a different
equation so we could learn from
each other.
~Emmanuel Solis
Slide 15
Chapter 7:
Geometry &
Constructions
Protractors, compasses,
and rulers were used by
the students to create
similar figures. Students
where challenged to
identify congruent shapes
and to construct both
similar and congruent
shapes. Students learned
the main angle
relationships and
characteristics of
triangles.
Lower level learners used
trace paper to visualize,
measure, and compare
different figures.
“I truly learned
geometry. I
will remember
this for a long
time because
we used
compasses and
protractors the
correct way.”
~Kaycee Kolar
Slide 16
7th Grade Student Reflections
“I enjoyed learning Algebra this year. I liked how fast I got at solving equations
using the opposite operation. I feel that I learned how to study for math and
problem solve.”
~Dominique Walker
“I learned the order of the four blocks of writing and I found that using it makes
problem solving easier. It helps me organize my ideas and solve problems in order.”
~Kaycee Kolar
“What I liked most about math this year was when we created the pi chain on pi
day.”
~Jerricka Goodlow
“Mrs. Dammann helped me in math by showing me the right way to use a compass
and protractor.”
~Roshaad Grass
“Mrs. Dammann has helped me in both being in groups and working independent
better from the beginning of the year to the end of the year. She has helped me
become a better student at math.”
~Grant Humphrey
Slide 17
8th Grade Math
THROUGHOUT THE YEAR STUDENTS USED HANDS ON
ACTIVITIES, TECHNOLOGY, AND BOTH VISUAL AND VERBAL
REPRESENTATIONS TO MASTER ALGEBRA AND THE GRADE
L E V E L C O N T E N T E X P E C T A T I O N S F O R 8 TH G R A D E .
Slide 18
100%
8th Grade Unit
Data
At the beginning of each
chapter I assessed
students prior
knowledge. After each
chapter, I formally assess
what knowledge they had
acquired. The green bars
indicate the percentage of
knowledge students
gained each chapter.
Topics covered include:
probability, linear
relationships, quadratic
and inverse relationships,
exponents, solving
quadratics, functions and
their graphs, and
measures of central
tendency.
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Pretest
Post Test
Growth
Slide 19
Grade
STAR Math
Data
8th Grade STAR Testing
2009-10 Grade Equivalent
8th
8th Grade students took
STAR Math five times
this year. On average,
the 8th grade students
increased their STAR
Math Grade Equivalent
by more than two and a
half grade levels. The
discrepancy in January
was due to a lack of test
monitoring which was
corrected for the final
two tests.
10
9
8
7
6
5
4
3
2
1
0
Grade
Equivalent
Slide 20
Chapter 9:
Probability
Students learned how to
apply the Basic Counting
Principle to find the total
number of outcomes possible
for independent and
dependent events. They
created lists, tree diagrams,
and formulas to find the
sample space. Students
debated the difference
between both theoretical
probability and experimental
probability as well as
independent versus
dependent events. They
created real world examples
that could be applied to the
topics they were learning.
Advanced learners were
taught the difference between
permutations and
combinations and how to
calculate the solutions.
“Using hands on activities and simple formulas helped me
understand probability. This was my favorite chapter”
~Aaron Rowell
Slide 21
Chapter 1:
Linear
Relationships
Students studied the
difference between
linear functions,
quadratic functions,
and other simple
functions. They used
color coded flash cards
to identify a direct or
indirect variation.
Students created their
own examples of basic
functions using tables,
graphs, and equations.
“The cards helped me figure out the equations by
remembering a color coded system. On the test I
visualized the cards and was able to easily recall
the correct answers. I can use this skill in all of
my classes”
~Tyler Panek
Slide 22
Chapter 2:
Quadratic &
Inverse
Relationships
Students learned how to
relate an equation to its
graph through a parabola
project where students
researched where
parabolas could be found in
the real world. Some
students built catapults out
of pencils and rubber
bands, while others showed
that parabolas can be found
when shooting a basketball.
Students then
demonstrated their project
to the class which included
explaining how to find the
related equation and
graphing the curve.
“I liked the way the project fit with my love for skating.
It helped me remember the hard equations by linking it
with the vision of my hockey stop”
~Austin Molina
Slide 23
Chapter 3:
Exponents
Students learned how
quickly exponential
functions grow by folding
or cutting a piece of paper
in half or in thirds as many
times as possible while
counting the number of
folds or cuts. Students were
able to visualize
exponential growth and
understand how exponents
work. Technology is often
integrated in the classroom
so the students can
demonstrate what they
discovered to their
classmates.
The children’s book One
Grain of Rice was used in
class to show exponential
growth and to give students
a visual aid to help their
learning.
“It was interesting
because we
interacted with
different activities
that were fun. I
liked using the
story book with
our lesson.”
~Breona Rehil
Slide 24
Chapter 4:
Solving
Systems of
Equations
“I found that solving systems of equations was
challenging and fun at the same time!”
~Devon Lahring
Students learned how to
solve systems of linear
equations by graphing,
substitution, and
elimination.
Advanced students were
taught the Gaussian
Elimination method
using operations on
matrices.
Lower level learners were
encouraged to use
algebra tiles and other
visual aids to learn how
to substitute an
expression into an
equation for a variable.
Students were taught to use their calculators to graph
equations and solve systems of two linear equations.
Slide 25
Chapter 6:
Expressions
Students learned how to
expand simple quadratic
equations with integer
coefficients. Groups of
students were given
different sets of equations
that follow common
formulas and directed to
“find the rule.” Students
had to work together to
find what was in common
among each set of
equations and disregard
what was inconsistent.
Each group came up with
their rule, created a
poster, and presented
how the rule works to the
class on the smart board.
“I found this chapter easy to understand because we used the
acronym– FOIL – and we also created our own acronyms for
other math ideas, which will be a great tool in my life.”
~Quientin Lee
Slide 26
“Using Algebra tiles, I was able to
Chapter 7:
Solving
Quadratics
Students demonstrated
their knowledge of
factoring using algebra
tiles and showing all of
their steps. Students
also worked together to
write out the steps of
more complex factoring
computations, and
explained the
properties needed to
solve for the variable.
Posters covered the
room as students
discussed the different
methods they
discovered to solve a
quadratic function.
figure out how to break down long
equations to solve for x.”
~Michael England
“I liked square roots because it was
easy for me to understand and find
the answers.”
~David Rice
Slide 27
Chapter 8:
Functions &
Their Graphs
Students focused their
learning on relating
various families of
graphs to their
functions. They learned
how to identify, write,
and graph equations
that have had various
shifts and translation
applied to the original
equation. Students
studied the effects of a
shift on parabolas and
cubic functions. In the
posters to the left
students
“This chapter showed
me that through
practice I could get the
task done quicker and
knew the material
better.”
~Josh Price
Slide 28
Chapter 10:
Measures of
Central
Tendency
Students used their
prior knowledge of the
measures of central
tendency to analyze and
determine which best
represented a data set.
They also learned to
recognize practices of
collecting and
displaying data that
may bias the
presentation or
analysis.
“What I liked most about the measures of central
tendency was that a lot of it was based on prior
knowledge so it was easier for me to learn the new
material with a strong understanding of it already.”
~Dae-Shawn Spencer
Slide 29
Michigan High
School Secondary
Credit
Assessment.
For the first time in
Richfield PSA’s history
we have had students
pass this test! Hopefully
we can get them right
into Geometry starting
next year. These
students (from left):
Seth Vankooten, Devon
Lahring, Tori
Promenchenkel, and
Michael England
worked very hard all
year, and proved that
hard work pays off!
Slide 30
8th Grade Student Reflections
“Mrs. Dammann is a great teacher. She is a funny person whose serious about peoples
education. She always helped me by going through problems with me and making sure I
succeeded at times I felt I would fail. She would go out of her way to make sure I understood,
even when I made little mistakes she would help me correct the error.”
~Michael England
“What I liked most about math class was creating parabolas and watching the videos that the
other students in my class created. I learned to recognize parabolas in everyday objects.”
~Rayven Layton
“My favorite part about math this year was the individual attention I got from the teachers.
Mrs. Dammann worked hard to keep me on track and motivated.”
~Mark Roy
“This year I really enjoyed math. I am glad I have had a math teacher like Mrs. Dammann.
She is always there for me when I need help and when I don’t understand she sits and explains
it to me until I get the point. To be honest, math isn’t my favorite subject, but now I have a
teacher who would never give up on me and I take more interest in math.”
~ CJ Brett
Slide 31
School Improvement!
70%
Our school improvement
goal was to increase
students knowledge of
the numbers and
operations GLCE’s.
Students practiced their
skills daily through
warms ups and mental
math practice sessions.
60%
50%
40%
8th Grade
7th Grade
30%
20%
10%
0%
December
March
June
MMLA
Improving Student’s knowledge of
Numbers and Operations
Slide 32
Team Building & Field Trips
Richfield Park Team Building Fieldtrip: Students
participated in relay games and various activities
to form bonds at the beginning of the year.
Students worked together to decorate the
classroom door for National Literacy
Month.