Professional Documents
Culture Documents
Calloway Schreier Planningdocument
Calloway Schreier Planningdocument
Names:
Ashley Calloway
Kim Schreier
Client Information:
Monica Emery
memery@forsyth.k12.ga.us
GA Certificate # 965151
Needs Assessment:
Mrs. Emery’s classes are all on-level 7th grade math classes. When standardized testing is over
in April, Mrs. Emery usually spends the remainder of the school year working on skills that are
helpful for kids to have prior to 8th grade. She usually has her classes memorize square roots to
25, and this year is also thinking of requiring them to memorize cube roots to 13. While the rote
memorization does help them in 8th grade, it does not necessarily add to their true understanding
of square roots and cube roots. She is looking to incorporate a program that will help students
Mrs. Emery’s classes are made up of a variety of learners. She has two inclusion classes that are
filled with special education students, as well as many students with 504 plans and students on
RTI Tier 2 and 3. However, she also has students who were previously in advanced classes but
dropped down to on-level after 6th grade. Most students are 12-13 years old, white, and from an
upper-middle class socio-economic background. Many students are very involved in clubs and
Content Area
The content area is 7th grade math, however, this unit aligns to standards and prerequisite skills
Learning Objectives:
Students will apply their knowledge of square roots and cube roots to approximate irrational
numbers as rational numbers. (For example, if they were asked to find the square root of 17,
which is an irrational number, they might approximate it as 4.1 as it is closer to the square root of
Standards:
MGSE8.NS.2 Use rational approximation of irrational numbers to compare the size of irrational
numbers, locate them approximately on a number line, and estimate the value of expressions
(e.g., estimate π2 to the nearest tenth). For example, by truncating the decimal expansion of √2
(square root of 2), show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to
Learning Activities:
Students will use technology to complete an interactive lesson on square roots and cube roots.
After completing the lesson, students will create a game, video, or other multimedia resource to
Multimedia Resources:
The lesson will involve a variety of multimedia resources that students can access from the
classroom chrome books or their own technology. Resources will include interactive games
(some created by the students themselves), videos from sources such as Virtual Nerd and Khan
Accessibility:
Mrs. Emery’s classes have many students with accommodations. The accommodations will be
followed according to students’ IEPs and 504 plans. Since the lesson will be presented using
technology, students will have access to Google Read and Write. This has features such as text
to speech, highlighting tools, online dictionary, picture dictionary, and speech to text dictation.
Students will be allowed to use this as they wish. Please note that due to the principles of
universal design for learning, our school makes Google Read and Write accessible to all
We will try to use as many public domain resources as possible. However, we will still give
credit to all resources used. Since this learning task is for non-profit educational purposes, we
feel confident that we will meet and exceed all of the expectations for copyright and fair use.
Since students will be creating their own multimedia during this lesson, we will also educate
them on what they need to know about copyright and fair use, and will make sure they are
applying it.
Assessment:
Once this task is done, students will be quizzed on square roots 1-25 and cube roots 1-13. Yes, it
is rote memorization which is very low on Bloom’s Taxonomy, however, it has been proven to
help students tremendously in 8th grade. We will also ask them to approximate some irrational
numbers using square roots to see how they are able to apply their knowledge.
We will stay in close contact with our client via e-mail and face-to-face contact. Once we get a
storyboard together, we will meet with her to get her feedback and see if there is anything she
wants removed or added. After the final product is developed, we will walk her through it prior
to her implementing it with her classes. Also, if at any time during the implementation she feels