Emily Ude April 16, 2013 EDUC 201-01 NY State Standards Integration

High School Algebra Standard: Create equations that describe numbers or relationships. 1. Create equations and inequalities in one variable and use them to solve problems. 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

The New York State Education Department has taken action to make algebra a part of the Secondary Mathematics Standards. As the New York Mathematics Standards state, The high school standards specify the mathematics that all students should study in order to be college and career ready. The secondary mathematics standards require students to have the ability to create equations that describe numbers or relationships. After completing the secondary algebra course, one concept that the standard is asking students have is creating equations and inequalities in one variable and use them to solve problems. The importance for mathematics continues to grow as society becomes more technologically and scientifically advanced. People recognize the need for simple math, such as addition and multiplication in everyday life but, as the concepts become more sophisticated, people begin to question why it is being taught. The answer to this question is obvious. Mathematics is one of the first things you learn to do in life. Early on, humans begin to learn how to count. Starting from that early age we will move on to start to learn

how to use building blocks how to count and then move on to drawing objects and figures. All of these things are important preparation for doing more advanced concepts such as algebra. The algebraic concept of creating equations that describe numbers or relationships is extremely pertinent. Algebra is the key to opportunity. Any occupation field that requires higher education such as science, technology, business, trade, architecture, etc. all necessitate an understanding of algebra. With a society that is only becoming more and more technologically developed, it is only necessary that a higher understanding of mathematics is taught within the school systems. Regardless of whether an individual is pursuing a higher education, algebra is becoming a necessity in our everyday lives. Simple tasks such as driving a car and needing to calculate distance, gas mileage, or need to work out the volume of a milk container, we need a basic understanding of algebra. To implement the idea of this concept, I would keep a very structured classroom setting and come prepared with a number of examples for students to solve. As the students enter the classroom, I would have an aim and do now clearly written on the board. The aim gives a brief overview of what the students should be able to understand following the completion of the lesson. Prior to beginning the lesson, students would attempt to complete the do now that would be a more challenging algebraic equation that many of the students would be unable to complete. I would then engage the students by reminding them how the specific mathematical topic applies to each individual in the classroom. I would proceed with, Each of us have been to an event with either our family or friends that we have had to pay to attend, perhaps a concert, a movie, or the zoo. How do you think that we are able to calculate how much

money we should bring? We do not want to bring too little or way too much. Algebraic equations allow us to calculate the exact amount needed for different life situations. Following my explanation of the need for algebraic equations, I would demonstrate how to create and solve an example on the board. After completing the example as a class, I would point out key ideas and ask if there were any questions. If all ideas were understood and questions were answered, students would then proceed to create and solve an algebraic question individually. Students would be given an expected amount of time to complete the example. While doing so, I would walk up and down the aisles to get an idea of each students understanding and if they were grasping the concept. As a class, we would address the ideas that students were confused about and finish the equation together. Lastly, students would again attempt to solve the do now that had previously been written on the board. After the lesson, students should have an understanding and be able to complete the once challenging do now.