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.
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 รข\x89\x88 1.01212t to reveal the approximate equivalent
monthly interest rate if the annual rate is 15%.
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Discussion and Supporting Materials
School Details
Longfellow Arts And Technology Middle School1500 Derby Street
Berkeley CA 94703
Population: 497
Data Provided By:
Teachers
Marlo Warburton
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
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TCHERS' VOICE
English Language Arts
9 Comments
Totrina Mosley Aug 28, 2022 12:02am
I enjoyed observing this class. I am a first year 7th grade math teacher and my concern is keeping students engaged. She does a phenomenal job keeping the students' attention where they are thinking logically and working collaboratively to share what they've learned.
Taishen Liu Mar 12, 2021 9:47pm
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.
Tallia Wainright Feb 23, 2021 11:57am
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.
Christine Garner Feb 16, 2021 3:38pm
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.