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Sample Lesson 2



New York State Initial Teachers Certification: Adolescent Education Mathematics ~ September 2008

Educational Philosophy

I believe that the purpose of education is to prepare a student to be successful as an adult.This includes learning and understanding course material, but also included the development of social and teamwork skills.A student should be an active participant in their education by interacting with peers during group work, thinking critically, and asking questions as a lesson is being presented.A teacher should be a facilitator in discussion and a guide to help students reach goals of a planned learning activity.Effective teachers are open to questions or comments at all times from students, administrators, parents, and the community in which they work.Keeping open lines of communication via the phone and email allows teachers to build vital relationships with students and parents.

As a teacher I will present students with a variety of learning activities and materials.This approach will hold student attention and promote student interaction.In my classroom students will be comfortable completing activities with one another and will effectively work together to develop important mathematical ideas.I believe that my classroom will be a place of mutual respect where all individuals may become successful students.

It is also important to engage a diverse group of learners.I will regularly use images charts and graphs, video and computersto enforce the topics I am presenting.When students can listen to and observe a concept they are more likely to later recall the information.I will incorporate manipulative into my lessons to allow students to further model mathematical situations.Students who are exposed to this variety of informational sources will be accustomed to seeing mathematics in unconventional forms.Students will be prepared for applying math outside of the classroom, where it is not always presented as a clear cut word problem.

I believe that it is important for students to discover ideas on their own as opposed to simply copying notes.Activities that guide learning, give the students a sense of ownership that is very important. When students have the opportunity to work with their peers at solving a problem they build a sense of camaraderie and accomplishment.I will continually use guided learning activities in my classroom to build both content knowledge as well as communication and problem solving skills.

I believe that for many years both teachers and students have been intimidated by mathematics.I will strive to demonstrate to my students the importancemath has in their everyday lives.I will show students that math can be an approachable subject if introduced in a non threatening way.I hope that students will leave my classroom with an appreciation for the mathematics they employ both inside and outside the classroom.

Courses Taught

Regents Geometry(2010-2011) -This course is designed to prepare students for the NYS Geometry Regents given in June. Topics include perpendicularity, parallelism, solid, coordinate, and transformational geometry, as well as informal and formal proofs.

Math Essentials 3(2010-2011) -This course is designed to extend and reinforce math concepts for success on the Algebra2/Trig Regents. It provides the students with more hands-on focused instruction in a lab situation. The NYS Algebra2/Trigonometry Regents exam is given in June.

Regents Geometry Honors (2009-2010) -This course is designed for the accelerated student who is working towards an Advanced Regents diploma. Topics include perpendicularity, parallelism, solid, coordinate, and transformational geometry, as well as informal and formal proofs. The NYS Geometry Regents exam is given in June.

Algebra1A (2009-2010) -This is the first year of a two-year program. It is similar to the curriculum developed in grade 8 and in Algebra 1, but more time is given to master the content. The Integrated Algebra Regents exam will be administered at the end of the second year. The Integrated Algebra Regents is required for graduation. The final exam for this course is a local exam.

Math Finance(2008-2009) - This course is a specialized interdisciplinary business course related to the mathematics learning standards. The course is designed to prepare students for both college level business programs and to understand the complex financial world they encounter in their lives, as outlined in commissioner’s regulations 100.5(a)(7)(iv), for students who have successfully passed the required Integrated Algebra Regents examination. Topics include payroll, interest, creating formulas, budgeting/depreciation, loans/banking, annuities, credit, investments, financial state analysis and U.S. currency vs. foreign currency.

Topics in Geometry(2008-2009)- This is a non-regents course designed to expose students to various topics in Geometry including transformations, constructions, circles, logic, and locus. A local final exam is given in June.