# No Series: Ms. Warburton's Algebra Classroom (Uncut)

Math.Practice.MP1

Common core State Standards

• Math:  Math
• Practice:  Mathematical Practice Standards
• MP1:  Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

|
Math.A-SSE.3a

Common core State Standards

• Math:  Math
• A-SSE:  Algebra - Seeing Structure in Expressions
• 3a:  Choose and produce an equivalent form of an expression to reveal and
explain properties of the quantity represented by the expression.

a. Factor a quadratic expression to reveal the zeros of the function it
defines.

b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.

c. Use the properties of exponents to transform expressions for
exponential functions. For example the expression 1.15t can be
rewritten as (1.151/12)12t â\x89\x88 1.01212t to reveal the approximate equivalent
monthly interest rate if the annual rate is 15%.

Download Common Core State Standards (PDF 1.2 MB)

## Ms. Warburton's Algebra Classroom (Uncut)

Lesson Objective: This is 48 minutes of authentic teaching, unedited, and without teacher narration.
Grades 6-8 / Math / Factoring
48 MIN
Math.Practice.MP1 | Math.A-SSE.3a

### PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

## Discussion and Supporting Materials

### 7 Comments

Overall, Ms. Warburton did a good job in this lesson except one thing which is something I can not understand: Why did she let the music on while students were doing the warm-ups... This, from my point of view, should not happen in a math class where students are supposed to focus and practice their logical thinking ability. Letting music on at moment like this is not appropriate.

Recommended (1)

Ms.Warburton did an awesome job of ensuring everyone was included and involved in the warm up. I felt she manages her classroom very well, especially by ensuring the students know what is going on and what they are presently working on. The flow of the classroom was very fluid and ran smoothly. She is able to get the student engagement throughout the class.

Recommended (0)

I loved Ms. Warburton's classroom management style. She holds students accountable by having them decide if their homework efforts deserved credit. She did not rebuke students individually for undesirable behavior. She mentioned behaviors she wanted such as "no squeaky tables" or " I'm sorry I cannot hear you" when students were too noisy when a classmate was explaining her answer. Also students we're not timid about sharing their answers or thoughts which is indicative of a well run class where students feel safe expressing themselves. Her explanations of how to work problems were clear and concise. She followed the format of students working the problem first, then with a classmate, and lastly as a whole class.

Recommended (0)

I am a student teacher and learned so much by observing the classroom. Ms. Warburton has so much energy, patience, and cares for each one of her students. She has created a positive learning environment. I liked her classroom management skills.

Recommended (0)

Ms. Warburton's does an excellent job breaking down factoring.  What could be a frustrating math assignment she is able to break it down and explain it to the students where they were able to comprehend and understand it.  She had a great positive attitude with her students, and you could see her enthusiasm working with the kids and their acknowledgement of understanding the assignment. I loved her approach.

Recommended (0)

### School Details

Longfellow Arts And Technology Middle School
1500 Derby Street
Berkeley CA 94703
Population: 512

Data Provided By:

Marlo Warburton

## Newest

TCH Special
|
60 MIN

### Advice for New Teachers

Webinar / New Teachers / Back to School

UNCUT CLASSROOMS
|
19 MIN

### Full Observation Exercise (Uncut)

Uncut / ELA / Engagement

TCH Special
|
49 MIN

### “Be The Change” – How Your Wellbeing Impacts Your Students

Webinar / Self-Care / SEL

TCH Special
|
53 MIN

### Mindfulness is Evidence-Based, Let's Talk Science

Webinar / Teacher Wellness / Classroom Management

TCHERS' VOICE

New Teachers

TCHERS' VOICE

Engagement

TCHERS' VOICE

### 6 Ways to Help Students Move Out of Flight, Fight, Freeze

Professional Learning

TCHERS' VOICE

Engagement