IVELISSE GONZALEZ-LOZANO
Portfolio
T244/Spring 2016
PROCESS STANDARDS:
2.4. Recognize reasoning and proof as fundamental aspects of mathematics.
2.2 Make and investigate mathematical conjectures.
2.3 Develop and evaluate mathematical arguments and proofs.
2.4 Select and use various types of reasoning and methods of proof.
4.4 Recognize and use connections among mathernatical ideas.
4.2. Recognize and apply mathematics in contexts outside of mathematics.
4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole.
6.1. Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to,
spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing
calculators, data-collection devices, and presentation software
PEDAGOGY STANDARDS:
8.1 Selects, uses, and determine suitability of the wide variety mathematics curricula and teaching materials for
all students including those with special needs such as the gifted, challenged and speaker of other languages.
8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local,
state, and national mathematics standards and legislative mandates.
8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons.
CONTENT STANDARDS:
11.1 Use visualization, the properties of two- and three-dimensional shapes, and
geometric modeling.
11.2 Build and manipulate representations of two- and three-dimensional objects using concrete models,
drawings, and dynamic geometry software.
11.3 Specify locations and describe spatial relationships using coordinate geometry.
11.4 Apply transformations and use symmetry, congruence, and similarity,
12.4 Design investigations that can be addressed by creating data sets and collecting, organizing, and displaying
relevant data,
12.2 Use appropriate statistical methods and technological tools to analyze data and describe shape, spread, and
center.
12.3 Apply the basic concepts of probability,
13.1 Select and use appropriate measurement units, techniques, and tools.
13.2 Recognize and apply measurable attributes of objects and the units, systems, and processes of measurement.
13.3 Employ estimation as a way of understanding measurement units and processes.
Mathematical Philosophy Page?
End of Course Reflection Page 10
1]Page PROCESS STANDARDS:
2.1. Recognize reasoning and proof as fundamental aspects of mathematics.
ff17a Assessment #2—Do each of the following tasks using only a compass and straight edge. List and justify each
step in the process. (a) Circumscribe the following object.
With this problem, not only was | able to circumscribe the triangle, but also list and justify each step in the
process, which is reasoning and informal proof. | realized that this reasoning was a basic part of the mathematics,
process.
2.2 Make and investigate mathematical conjectures.
#2 Assessment #2— if you were designing on assessment to see which method of teaching fractions is better, what
Jeatures would you Include in the prompt, criteria and Rubric?
With this problem | was able to demonstrate this standard 2.2 by using what | learned in MT243 on creating
prompt, criteria and rubric; however, | had to investigate on different math ideas and methods that would help
students learn about fractions in an interesting way; ths is where I came across the idea of using lego blocks. | was
then able to develop the prompt, criteria, and rubric.
2.3 Develop and evaluate mathematical arguments and proofs.
#17 Assessment #2—Do each of the following tasks using only a compass and straight edge. List and justify each
‘Step in the process. (0) Clrcumscribe the following object. (b) inscribe a circle in the following object. (c) All 3
altitudes of AABC.
Each part of this questions involved doing each task and then listing and justifying each step in the process, | had
to develop each justification and then evaluate to see ifit made sense with the problem. For letter c, I didn’t
include two other altitudes so | would need make sure that | create all three altitudes in the future.
2.4 Select and use various types of reasoning and methods of proof.
#7 Assessment #1—There are three groups of frogs in a pond. in the first group there are 2 frogs, the second group
has 6 frogs, and the third group has 1 frog. There is a frog eating fish that lives in the pond. The fish eats one frog
every time it attacks. The fish is twice as likely to attack a group of frogs with more than one frog than it is to
attack a group with only one frog. Once the fish has attacked a group, ail frogs in that group are equally likely to be
eaten. So, for example, if the fish attacked the first group, each frog in the first group would hove a 4
2 chance of being eaten.
(a) What is the probability that the fish will attack the first group?
{b} Which frog(s) has(have) the best chance of not being eaten?
(c] if a new frog comes to the pond, what should it do to have the best chance of not being eaten? Should it join
‘one of the groups or make it's own group? If it should join @ group, which group should it join? Why?
2|Page | chose problem number seven to demonstrate this standard, This problem was a multi-step problem. | had to
take some time to think in order to organize it in a way that would make sense to me. | used various reasoning to
develop my method in order to find the answer to a,b, and c. | used percent’s to answer questions a,b, and c.
4.1 Recognize and use connections among mathematical ideas.
#5 Assessment #2—Why can't you use regular pentagons to tile an areo? What regular polygons can be used?
In this problem | had to connect the ideas of interior angle measurement, and the definition of regular polygons. |
explained that we cannot use a regular pentagons to tile and area because a regular pentagon has five interior
angles of 180°. If we try to place pentagons around a point, we will see that there is a gap between the 3 or if we
place four pentagons together they will overlap,
4.2. Recognize and apply mathematics in contexts outside of mathematics.
#3 Assessment #2—The mean annual salary paid a Pay-Less Food Store was $6300. The mean annual salary paid
to femole and mole employees at the store were $6500 and $5800 respectively. Determine the percentages of
female and males employed by the store.
This problem involves average earning in a workplace, which could be used as context outside of mathematics. |
hhad to find percentage female and male employed by the store by using their annual salary.
4.3 Demonstrate how mathematical ideas interconnect and build on one another to produce a coherent whole.
#17 Assessment #2—this standard talks about how parts of math ideas connect together to achieve an outcome.
In this problem | was able to demonstrate this standard. More specifically, in part a of problem 17, | had to
connect the ideas of perpendicular bisectors, endpoints, arcs, and intersections one on top of another to finally
get my triangle circumscribed.
6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to,
spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing
calculators, data-collection devices, and presentation software.
#7 Assessment #3—Using only a compass and straight edge, divide the given segment into three congruent parts,
This standard talks about selecting the appropriate tools to solve @ problem. Although | didn’t use any of the tools
mentioned above, | did use a compass and a straight edge in order to complete the task. I had to figure out how
to use these tools and in what order. Maybe in the near future I could be able to use the ebove mentioned tools.
PEDAGOGY STANDARDS:
8.1 Selects, uses, and determine suitability of the wide variety mathematics curricula and teaching materials for
all students including those with special needs such as the gifted, challenged and speaker of other languages.
Ihave not yet done any field work; however, at my place of employment (teachers’s aid) | have been given the
opportunity to teach math lessons to first graders. | recall on one occasion | was teaching them place value {ones
and tens) | used a sheet of paper to divide the tens and ones columns and cheerios to represent the actual tens
and ones. | divided the class into three teams. | said 2 number out loud, for example 35, and they were to
organize three rows of ten (nice and neat) and put 5 ones in the ones column. With students that didn’t
3 [Page understand much English, I explained the instructions in Spanish and said the number in Spanish. In this class
there were no gifted or challenged children, so | hope to work with some of these kids in the near future.
8.4 Plans lessons, units and courses that address appropriate learning goals, including those that address local,
state, and national mathematics standards and legislative mandates.
These last two semesters, in MT243 and 244, we had to prepare lesson plans that met the learning goals of
common core math. | used both Singapore Math and Everyday Mathematics to prepare my lesson plans. On some
‘eccasion, the unit I chose was on place value, counting money, and multiplication. In addition, on #2 of
assessment two, |had to prepare a prompt, criteria, and rubric for teaching children about fractions.
8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons.
have gained a tremendous amount of knowledge from my workplace by not only listening and observing the
teacher, but by preparing my own lesson plans when | assist her in teaching. She tells me what to teach and | do
the rest on my own. ! look up different strategies online that | could use in teaching the students. | also use tools
Or techniques that | know the students like and will get their attention, The majority of the students in my class
are animal lovers, so | sometimes use animal examples, math problems, or figures in my lesson.
CONTENT STANDARDS:
11.1 Use visualization, the properties of two- and three-dimensional shapes, and
geometric modeling,
#5 Assessment #3—Find the surface area and volume of the following figure.
| chose this problem to demonstrate the 11.1 standard. | was asked to find the surface area and volume of the
figure pictured, | had to know the properties of 2d and 3d shapes and how use specific algorithms, such as the
area of rectangle, area of triangle, how to find the height ofa triangle, ete., In order to accurately solve the
problem.
11.2 Build and manipulate representations of two- and three-dimensional objects using concrete models,
drawings, and dynamic geometry software,
#8 of assessment 3—Using any tools you wish, perform the following transformations. (a) Translate ABC to the
right 2 in. and down 1 in. (b) Rotate AABC around point D by 80°, (c) Reflect ABC through line m. (d) Size
transform AABC about the point D by a scale factor of 1/3.
| demonstrated this standard in class and #8 of assessment 3, In class, | used shape connectors, as shown below, to
build 3D models of objects, in this case it was a pyramid and pentagonal prism, and pattern block to build 2D
models. | also used the Mira to show reflection. Problem #8 shows a transformation ofa triangle by a scale factor
of 1/3. | was able to manipulate the original triangle to create the smaller triangle using simple calculations.
4[Page 11.3 Specify locations and descril
HOMEWORK: 13-1
spatial relationships using coordinate geometry.
Although in class, while taking notes, | was able to practice coordinate geometry; however, | will use problems 3,
4, and 5 of the homework. In #3 and #4, | found the vertices of the new figure by using the translation factor given.
| #5, lused the translation factor given to transform the figure in the downward motion. | was able to specify the
location of the original figure by giving the coordinates and described how it related to the reference object (the
image) by giving the new coordinates.
11.4 Apply transformations and use symmetry, congruence, and similarity.
#4 & 8 Assessment #3— Write a brief description appropriate for your future students and draw
@ picture representing each of the following symmetries. (0} ine symmetry (b) rotational symmetry
{c] point symmetry
8{c) Reflect AABC through line m.
{In problem #4, it specifically asked to define three types of symmetry as well as draw a picture to represent each
one. Line symmetry is applied in question #8c, Congruence is also displayed in question 8c since both triangles
‘must be congruent for the refiection to take place, which also means that the triangles are similar.
12,1 Design investigations that can be addressed by creating data sets and collecting, organizing, and displaying
relevant data.
#8 Assessment #11— Yoyo and Mini play o game with two dice. instead of numbers, some of the faces are painted
red and the rest are painted blue. Each player throws the dice in turn. Yoyo wins when the two top faces are the
wins when the two top faces are different colors. Their chances of winning are even. The first die
‘has 5 red faces ond 1 blue face. How many red faces and how many blue faces are there on the second die?
In this problem hed to figure out how many red faces and blue faces were on the second die. First, I had to read
and collect the data given. Then | organized a table/chard. This table/chart displayed the number of faces rolled—
red, blue or the same color. Based on the data collected | was able to determine that the second die has 3 red
faces and 3 blue faces.
12.2 Use appropriate statistical methods and technological tools to analyze data and describe shape, spread,
and center.
#2 Assessment #1— Victoria and Maureen are playing Mexican Train, a game in which they are evenly matched.
The first one to win 5 rounds wins the game. The score is currently 3 rounds for Victoria ond 4 for Maureen. What is
the probability that Victoria will win the game?
In this problem, the data of who was winning certain rounds wes given, but | was asked to determine the
probability of Victoria winning the game, | analysed the situation and then organize my answer in two sets to
determine who would win. | determined that the probability of Victoria winning the game is % or 25%.
12.3 Apply the basic concepts of probability.
HL Assessment #1— Write a probability question appropriate for your classmates. Include the correct answer. {if
you are working with other students, you each need a different question.)
5|Page Most of assessment #1 deals with probability however, | chose questions #1 to discuss standard 12.3 This problem
is asking me to create my own probability question. | wrote a basic probability question that was not too
complicated for beginners. | said: Ihave a drawer full of diferent socks, There are 2 green socks, 8 orange socks,
and 6 striped socks. What is the probability of pulling either a green or striped sock?” | also answered the
question. | must remember next time, however, to mention that | would only be pulling on sock from the drawer.
13.1 Select and use appropriate measurement units, techniques, and tools.
#8b Assessment #3— Using any tools you wish, perform the following transformations. Rotate 4ABC around point
Dbya0°
‘This standard talks about using the appropriate materials (units, algorithms, and tools) to solve problems. 1
selected a ruler and protractor to rotate the triangle about the point by 80 degrees. | had to know the specific
technique to use in order to be able to complete the problem.
13.2 Recognize and apply measurable attributes of objects and the units, systems, and processes of
‘measurement.
| picked question 8 from the Mathematical Connections section of lesson 11-2 to demonstrate this standard. This
question asked if the comparison of the circumference of the top of a tennis ball can and the height of the can be
explained without performing any measurements. | figured out that it could be explained by using @ string to put
‘around the circumference, cut, and then compare to the length of the can. In this question, | was able to apply a
process of measurement about circles that I knew already to provide an answer.
13.3 Employ estimation as a way of understanding measurement units and processes.
#2 Assessment #3— One sunny day, Mr. Snaffle, the junior high math teacher, sent his students outside with a
‘measuring tape ond a list of objects. The students were to determine the height of all the objects on the list. Some
of the objects, like the flag pole, were taller than the students could measure directly. Describe a method by which
the students could obtain the desired measurements indirectly.
In this problem | was asked to describe a method for students to use to measure very tall heights of outside
objects like a flagpole. | described a method using shadows and the heights of known objects. This problem would
definitely employ estimation since shadows are sometimes hard to measure with the blurry outline so the answer
of the proportion will be an estimate, not an exact answer. The estimate will allow an understanding the process
involved though and be present in the correct units of measure.
Gl Page Philosophy of Mathematical Education
elise Gonzalez-Lozano
| consider math to be one of the most difficult subjects to teach. There is an abundant amount of
concepts, strategies, theorems, and formulas that confuse the minds of students, and if not taught in a meaningful
and attractive way our efforts would result in failure. This is why, as a teacher, my goal would be to devote extra
math planning time in order for me to become deeply familiar and creative with the lessons I'd be teaching my
students. | would prepare my lessons in a way that grasps the attention of the students so they could make a
connection between what they are learning and their everyday life. | believe this idea is extremely important
because if they use it, or could use it, it would become unforgettable.
‘An example of how this strategy would be applied is when teaching fist graders how to write addition
word problems, | would have them look through a magazine or newspaper to choose and cut pictures of objects
for toys. Then, the students would paste their clippings on a writing paper and must come up, on their own, with a
word problem using their clippings as a guide. An example would be as follows: / went to my friend's house and
‘she had 8 toy cars, I gave her one of my cars. How many cars does my friend have now?” The students would
then proceed in answering their math problem. Here Is an example:
‘Work done by student at Milwaukee Seventh Day
Adventist School-1* Grade
7[Page ‘This strategy allows the students to use their imagination and critical thinking skills as tools to write and solve their
‘own math word problem, which in turn would allow for the mathematical steps to be permanently embedded in
‘their young minds. In the same way, when students travel to, let's say a supermarket or store, and see the object
inthe
ing they used to create their math problem, they would be making a real life connection, thus helping
them understand the importance of the work they completed in class.
Im addition to the creative word problems mentioned above, there are many other techniques and
strategies | could use to effectively teach math to my students. By using manipulatives such as cheerio’s for tens
and ones, colored skittles to complete patterns, or multi-color unifix cubes to add and subtract, students would
become engaged in their learning. The goal for this strategy however, would be for the students to not become
distracted, but rather to understand the concept being taught. As with the math word problem, students would
be making a real life connection by using these objects. This is a great strategy for students with diverse needs,
such as tactile and kinesthetic learners, They are physically seeing what they are learning instead of just reading it
and trying to solve it on their own on a worksheet.
For students with learning disabi
ies such as those with HDAD or dyslexia, | would try to teach the lesson
as. whole, and once the majority of the group understands, | would sit with those students and work with them
ina way they would understand best. For students below their reading and spelling levels, | would have them
work in pairs with a more advance reader, or | would work with them one-on-one in order to help them read and
Understand their work. It is crucial for students to understand the concepts being taught from the very beginning
because, as we all know, math builds on itself. If students don’t comprehend, the teacher is not only wasting her
time, but the time of her students as well
B[Page Upon completing a lesson, my goal would be to assess the students to confirm they have understood what
| taught. | would do this in a form of a quiz, test, one-on-one conversation, or a group game. If for some reason |
notice that the students are not understanding the material being taught | would adjust or modify my lesson plans
‘to meet their needs. | could do this by researching different ideas, or asking other teachers what has worked for
them, and even by get my own students’ input. I could ask my students what kinds of things interests them or
what kinds of things they would like to use as manipulatives. Some students may enjoy animals, cars, dolls,
cookies, etc. and | would try to incorporate these ideas into my lesson plan in some way. This way the students
would be feel involved and animated to work on their math.
Allin all, teaching math doesn't have to drag us along. We don't have to hate it, Teaching math could be
fun and something that all student's look forward to; however, it does take time, research, and dedication to
come up with a plan that will help students learn all that needs to be learned while at the same time bringing joy
‘and a smile to their life. These types of lessons will never be forgotten and our math teaching years would be
successful
9 [Page End of Course Reflection
Ivelisse Gonzalez-Lozano
‘The semester began with probability and odds. This was very difficult and stressful. I struggled a lot to
understand the word problem and how to figure out the best way to solve it. | used all resources available to
me such as the internet and tutors. This helped in my understanding of the lesson.
When we switched to geometry and learning about triangles, circles, trapezoids, using the compass and
protector | felt peace. Although it involves a lot of information and thereoms, | really enjoy geometry. |
learned new things that I didn’t lear in high school, such as circumscribing and inscribing a shape and using
the compass to create a new triangle.
In addition, | also very much enjoyed creating the lesson plans and writing the mathematical philosophy.
With the lesson plans, | took time to sit down and read the different lessons and curriculums to decide what
and how | would teach my students. | enjoyed reading the different ways lesson could be taught and then
making it my own. With the philosophy, | had to think hard to determine how | would teach my students
math. | used my current experience in the classroom as a tool and also what | have learned from Lois to
come up with what | believe would be the best way to teach my students,
enjoyed being part of MT244 and look forward to sharing what I've learned with my future students.
qo| Page v Py.
lvelisse Gonzalez beeano
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2 Its isosceles ble
2sides are Same aie
ae, vic Hs a4 quadrilateral that has
Z parallel cides ee :
n)@ pavallelogiam that is not. a rectangle os
This is aparalleloqiinn lole.its
4 quad lateral wilopposite Side
Parallel lout itismt a rectangle
ble the angles are no right angles
oo
D) a thomigus thatis nok a Square /
Hs arhombus bic it has tejual Zo.
siraignt Sides lot its iol a Square rs one
bc Wvigles ave viOt 40°m right.<'s :
(48) Sem_, Ter , 0 om STEPS
eee ae Le Lneasure w brates:
A longest sihe- \oem |
\ Aa lime aoe
OO 2 lasing. compass £. put
point'on ruler. extend
ese se Compass fo almeasue=
MEN (CIA) carmens
2.fpat point OF Compass
oath and draw. arch
+, | repeat Step
® 2 for the Scm
side.
5. Where ae bee arene
were avally lines 40 Wade 4 U-
WENSS 6
lnscrilee Mekagen using only compa
STEPS
|. Draw 4 circle w/compas
2.Measure the radius
of the circle *A— -B
3.lsing same distance
FON A "B Make
archs intersecting
Circle.
4 Repeut round arcle
% | Know itis a regular until get 40. original poi
hexagon ble if has & 5. Connect (». Pot & to
Same Sides wukdottoage rm Nera
om | Hewes ygen bess the Gabare ull % fares LeSuest pons
) Insevibe o¢lagon nt a circle cate
isters |
(Draw circle with compass
QMeasure the radius
of Circle +A eR
3. Place” Coimpass on'+B. «
draw a circle Céintevedon-e
: - fe tt. The (ower intersect of wie
distance blw *£ 27°F Gide 4 +B circle 16 now?
\. that distance ('s 5. The upper intersection oF
exactly the lengthy yk original civcle 3 *Beircle is
rf edges of req. Octagpn &. With Compass at same
q-X drew staignt line
thyuE 3 +A tthe place
Where that new Ine.
meets original circle is-F.
©, Set Compass +o
2. Using that “oistanze a radius duwa civcle centered
mark are \ntersecting cirdeé mec.
13. Repcat dear circle A wihruter 1 dew A Shralgnt Vine
until reach -D - thrueO 3D
It Connect poitrs to es 8. Where shaight line intersects
rN Oclaagin Tenwk 9 with cide around -C is now
eedeypulnas tok Hi illunle? — desbg hee, @) oa Can you arravige into a Aviangle ? why ar why nial 2
BEX Nb, because when Upa. tr 40 create,
sthe triangle with tule, one side of the triangte Will
hot aes +he other, thus (caving an Open “una le.
- an Yen ajerasn | ;
Srnaller Version + pote en
: —
Goce Aad eon fom on Loca
ONG
(ua) A parallelogram is. diso. a uadrilateral. 3 +a ecotd
4 iG
4 rectandi and Morsbus.. .ae parallel agyatns
* Oppasite Sides 4 anales..are coxa
*Censecudi ve. dinate mS
“Liageaats bisect each olaer~
dad angies=
@ 8) No, because. “GE Q parallelo 1a
gre Cmaquent. Each diaanol_of! 4 Paral cloqeall
wee ~sepairaics nto 2 denarnent trades.
AE vou _
drew a. Parallcloavam with diag oF he
and gent, the. atm ctiagonal Would Ste a
out OF the Paral log ran... Sim met Bilao
71a jis
ist aggre. | Sefea ates eanen
wate
eee
©) No because we. Cannot ctr eurnettibe
4 rectangle. All imes in Shape Must
circle. .andin a ftectanale
\ts not Poss Ic ah Sides gyesnoe
ik Same ee Hecannodt be circumener
because We need tose Lompas
p diaw circles 3 findulhete $ es
Wwitersect. Sm mer dae Anson
what she ‘our was the perpendicular eres:
Spiacho
a point & mba perperdicidar
Ge) 4 Perpendicular bisectar a
c) Angl le bisector ~ -
Ta). be Conshuck perpendicular bisector m.
each Side Bf triangle
2. Where ne ® expe ndictil ar Vi sectors
Meek is. Our cirewricener. The circumcenter
is equidistave to 3 vertices,
2. cmstruck a Circle mee Sd Poin
of COMPASS bn clrcwmncer in cre
aking cece arena A
© Construct anae piseer & foe any ange.
Gnshuck a getond angle bisector
3Place end Of Compass Gn the point
of MetseChen.
vg en Compass fo the. distance between
. Tht intersechnn Point and any side oF
5, Construct cirde Fp wedeatied Vas prewar
© oh Bend Cines b¢ Ab 7
2. Start w/a specific Point (2
3.create w/ Same chstana
Ha Repeal w/diterent Bink, uM |. get
All ana eS.
(1d) t. Draw chord blw 2 paints
2, Use compass. tp cau, av) ° evomy cis
.3.Draw vertical line raat Mors
__ At eee Neck
4. Didw 2 New circles
5. Draw line thimgh. Poin S es
_ 2! Circles ih _
The iniescehm 9
_ Chala clameter_ lines 15 the cember
of CYecie- her. 17. Do each of the following tasks using only a compass and straight
List and justify g&ch step in the process. \
{a) Ciroumsefibe the following object. ve Oe Ta aloo
©) All 8 altitudes of ABI \ Z
\ / Ya dan 2 C
Oss whw
eee
___ Wels. KW ech
CA
eres
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tbe
oe y=
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C
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PEED
Desi 23 oben
=3-3 = —l | BPH 444-6
GG ,0) —b--3=-4 [4 y=-5
4 a) mel
fe Assessment #3
(velisse Govealez-
® cord [6-21 May 216
circum of Newtence~ Qalr+#)-2Tr + OT M24
bh =4 = SoF+(YOLE) «2=4D00Fe
ehotemreck * (> BOF +(4o¢t) 123.2000 *
side rect, ¥2, 2b BOF (Soft) x 2.=80004 *
Surface Area= 242 IBA
Gibt=c* ~/[Volumel volume of rectangular Prism
wi) Zr+b aHlo> )
+ Volume of trangular Prisen
sp HO tb? You might also like
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