EDTC 631
Brains Midterm October 16, 2015
Algebra- Binomial Multiplication
Sumedha Kumar
General Information
 Target Audience
 Goals/Content Objectives
 Performance Objectives
The Lesson
 Prime Time 1
 Down Time
 Prime Time 2
Evaluation and Assessment
 Teacher observations.
 Student conversations.
 Exit ticket via Edmodo
 Quiz via Google Docs
 Summative Evaluation at the end of the unit.
Technologies Used
 Software
 Hardware
 Web Applications
Teaching Strategies: When and why used
 Sense and Meaning
 Primacy/ Recency
 Learning Styles
 Multiple Intelligences
Brain Research
 Neurons
 Sensory Input
 Cerebral Lobes
 Limbic System
Bibliography
 Inline citations
 Web resources
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Target Audience:
I teach at the Lewis F Cole Middle School in Fort Lee, NJ. There are 25 students in the Algebra 1 Honors class.
I teach 5 42-minute periods. Since my students are honors students, and this is a critical year for entrance into
specialized high schools, the children are highly motivated, but at the same time respectful. I love teaching this
age group since the children are ready to become independent learners, yet seek structure in the classroom.
Throughout the school year I encourage my students to seek help and take responsibility for their learning. I
work hard at creating a non-threatening environment. No one is allowed to poke fun at other’s mistakes.
Questions are encouraged and every student knows that it’s okay to make mistakes. In fact learning from
mistakes is a perfectly good way to learn.
“Students must feel physically safe and emotionally secure before they can focus on the curriculum.”(Sousa
p48)
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Goals and Objectives:
The main objective of the lesson is to complete multiplication of binomials using distribution, or better known
as its acronym, FOIL. In order to accomplish this, students will have to draw on their previous knowledge of
multiplication of integers as well as rules of exponents when multiplying. This lesson scaffolds upon previous
knowledge with new learning. Students are forced to ask themselves what’s new, what’s different?
The lesson is also aligned to the Common Core Algebra Standard,
A.APR.1 Understand that polynomials form a system analogous to the integers. Add, subtract, and multiply
polynomials.
Performance Objectives:
Students will be able to multiply binomial expressions, including multiplication of sums and differences.
Students will be able to apply FOIL for word problems.
Students will be able to extend this learning to multiplication of trinomials.
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The Lesson:
The 3 part Primacy-Recency effect plays a large role in learning.
David Sousa states that “during a learning episode, we remember best that which comes first, second best that
which comes last, and least that which comes just past the middle.”(Pg 89). It is my intention to stimulate my
students in Prime Time 1 so that their brains are alight with electrical impulses and they are ready to engage.
Prime Time 1: 15 minutes
When students enter the classroom, the FOIL song will be playing on the screen. This musical introduction will
pique student interest and generate a high level of excitement, getting them ready for the lesson which involves
FOIL.
The front of the class will also have markings on the floor with parentheses, sums and differences. This element
of mystery will activate students’ Reticular Activating System (RAS).
I will then model a simple multiplication problem on the interactive white board.
The Foil Dance is a wonderful way to reinforce the concept of FOIL. After watching the FOIL Dance video,
students will get out of their seats and perform the FOIL dance with their partners, using marking on the
classroom floor, while the music plays on the projector.
Practice involving kinesthetic and tactile activities allows more sensory inputs, which creates and reinforces
learning pathways.
Sense and Meaning
“Information is most likely to get stored if it makes sense and has meaning.”(Sousa p52). The introduction of
FOIL song as well as the FOIL dance ties the meaning of binomial distribution with physical movement and
music. When students apply the rules of FOIL to real world word problems (in the next lesson), they will make
connections that will help in the retention of this concept.
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Downtime : 10 minutes
“This (Downtime) is not a time when no retention takes place, but a time when it is most difficult for retention
to occur.”(Sousa p 95)
Students will work on practice problems using colorful manipulatives. Colored manipulatives will add an
element of “fun” in an otherwise serious mathematical concept. “Adding visual material substantially increases
the chances of retention.”(Sousa p100)
The worksheet will have problems with graduated difficulty. “the goal of learning is not just to acquire
knowledge, but to be able to use that knowledge in a variety of settings.”(Sousa p93)
Challenge problems will be included towards the end to keep early finishers engaged. These students will also
help others and explain the process for the difficult problems. “We have known for a long time that the best way
to learn something well is to prepare to teach it.”(Sousa p101)
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Prime Time 2 : 15 minutes
Students will demonstrate how to solve the challenge problems to the rest of the class. This “verbal and visual
processing allows students to become more involved in the learning process, and retention increases.”(Sousa
p100)
Students will complete Exit Tickets with questions via Edmodo.
Extension Activity
Students will create 2 questions (with answers) that will be used as review the following day. The questions will
be submitted via Google Docs. The creation of questions will also create sense and meaning.
“The assignment of sense and meaning to new learning can occur only if the learner has adequate time to
process and reprocess it.”(Sousa p92)
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Evaluation and Assessment
I will monitor the dance steps and ask students to perform for their partners. I will also walk around as students
work on their worksheets during Down Time.
Student conversations are a great way to find out about misconceptions in a lesson. Since all students work in
pairs, there is a constant exchange of ideas, especially when it comes to challenge questions.
Exit ticket via Edmodo.
Quiz via Google Docs.
Summative Evaluation.
Technologies Used
RM Easiteach Software.
Interactive White Board.
Projector.
You Tube/TeacherTube.
Edmodo.
Google Docs.
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Learning Styles:
As a teacher I have to make sure I have elements in my lesson that will engage the 4 learning styles proposed by
Anthony F. Gregorc.
The Concrete Sequential learner will appreciate the step by step modeling of the lesson. This learner functions
best when there is organization and structure in the lesson and the classroom. I always have an agenda for the
class so students know what to expect.
The Abstract Sequential learner will appreciate the practice worksheet most, since these learners like to be
precise, but learn by conducting their own research. The worksheet will give this learner an opportunity to work
alone and make sense of the lesson.
The cooperative, personalized learning of the dance moves will appeal to the Abstract Random learner, who
likes being social.
The Concrete Random learner will love this hands-on opportunity at learning, since they like to learn via
games and simulations.
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Multiple Intelligences:
Dr. Howard Gardner’s Theory of Multiple Intelligences suggests that individuals learn differently. As a teacher
it is important that a lesson touch upon as many of the “eight different pathways as possible.”(****).
The Verbal-Linguistic ("word smart") learner will master the topic as he explains the process to his classmates.
The Logical-Mathematical ("number/reasoning smart") learner will appreciate the methodical way in which
terms distribute in a multiplication problem.
The Visual-Spatial ("picture smart") brain will learn as it identifies the terms when using manipulatives and
when dancing to the binomials on the floor.
The dance movements of the FOIL dance will definitely make a long lasting impact on the Bodily-Kinesthetic
intelligent learner, who is considered “body smart.”
Musical learners ("music smart") will find the Foil song, as well as the rhythm of the dance itself appealing.
The "people smart" Interpersonal learners will flourish when they participate in group work.
The practice worksheet is where the Intrapersonal “self smart” learners will find a safe haven as they learn at
their own pace.
The Existential learner will begin to make connections when real world word problems are introduced.
The only way to impact the Naturalistic learner would be to take the dance outside on a nice day!
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Brain Research
With the help of Neuroscience teachers can attempt to identify pathways to learning, as well as make plans to
overcome any obstacles.
Neurons
When new information enters the brain, neurons get activated and begin to fire electrical impulses transmitting
information to the various parts of the brain.
These working neurons help students progress through different parts of the lesson, and move from activity to
activity.
Student’s sensory neurons will pick up the sounds of the song, the feel of the manipulatives and the beat of the
dance.
Motor neurons will help in the actual writing, as well as dancing on the terms of the binomial on the floor.
Perhaps Mirror neurons will also be activated when a partner makes a mistake catches it!
Cerebral Lobes
The Frontal Lobe will be responsible for systematic mathematical calculations. Students will scan the terms
and identify the position as well as the signs of the terms before proceeding to multiply them. The frontal lobe
will be involved in problem solving and extending the pattern when students encounter challenging questions.
Temporal Lobe will process the lyrics of the song, the music and beat of the dance. When students teach each
other, their speech skills will also be processed here.
Occipital Lobe will process visual cues such determining which are the First, Outer, Inner and Last terms.
Parietal Lobe will enable spatial processing as students dance in a specific sequence.
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Limbic System
Deep within the brain is the limbic system, where the interplay of emotion and reason resides. The Thalamus is
the first point of entry of all sensory information.
The Hypothalamus regulates internal body functions. Even though the hypothalamus is not actively engaged in
learning or processing information, its wellbeing impacts the cognitive ability of the learner.
The Hippocampus “constantly checks information relayed to working memory and compares it to stored
experiences. This process is essential for the creation of meaning.”(Sousa p19)
The emotional center of the brain is the Amygdala, where any new sensory impulse may result in a positive or
negative response.
The Hippocampus and the Amygdala work closely. This constant interplay between reason and emotion leads to
the creation of memory.
This multi-sensory approach to teaching is going to involve all lobes of the brain, creating multiple
pathways for learning, and hopefully higher rates of retention.
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Bibliography
Sousa, D. (2006). How the brain learns (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gregorc, A. (1985). Gregorc style delineator: A self-assessment instrument for adults. Columbia, Conn.:
Gregorc Assoc.
Multiple Intelligences by Dr.Thomas Armstrong. (n.d.). Retrieved October 15, 2015
Image Credits:
Foil
https://s-media-cache-ak0.pinimg.com/736x/fa/29/c4/fa29c4dac223f868434d5dc616af2113.jpg
Classroom
http://teacherpop.org/wp-content/uploads/2015/05/classroom1.jpg
Goal
http://thespiritcatalyst.com/wp-content/uploads/2013/12/goal.jpg
Primetime
http://primetime.ccs.k12.nc.us/files/2012/03/Prime-Time-Logo.png
Algebra Tiles
http://mathbitsnotebook.com/Algebra1/Factoring/AT%205.jpg
Edmodo
http://www.edison.k12.nj.us/cms/lib2/NJ01001623/Centricity/Domain/58/Edmodo.gif
Area of a graden
http://i.ytimg.com/vi/6kuTrUO6Ahw/maxresdefault.jpg
Test
http://collegelifestyles.org/wp-content/uploads/2012/12/A+-kid.jpg
Technology
http://www.morecambehigh.com/LIVE/wp-content/uploads/2014/12/technology1.jpg
Learning Styles
http://www.incredibleart.org/files/images/gregorc.jpg
Multiple intelligences
http://edel518.wikispaces.com/file/view/9_MI.png/134254277/599x517/9_MI.png
Neuron
http://www.bbc.co.uk/staticarchive/378156c3cf901f8868bac4c86ee238ecd434d9bb.gif
Cerebral Lobes
https://pantherfile.uwm.edu/rswain/www/class/SPR04/cortex2.gif
Limbic system
http://remedytip.com/wp-content/uploads/2012/08/Taking-Care-of-Your-Brain.jpg
FOIL Song
https://www.youtube.com/watch?v=MG-c7NWFS8U
FOIL Dance
https://www.youtube.com/watch?v=0ctvgetRXIU
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