Teacher: Cathy Adams

Teacher: Cathy Adams

Math Autobiography

School: WestHigh School

Content Area Standard / All prior standards.
Literacy Standard (11-12 grade standards) / 1.0 Writing Strategies (1.3, 1.5)
2.0 Writing Applications (2.1, 2.3)
1.0 Written and Oral Eng. Lang. Conventions (1.1, 1.2, 1.3)
Instructional Objectives
• Definition of what is to be taught / • To activate prior knowledge.
• To develop an interest in math through personal relevance.
• To identify perceived strengths/weaknesses.
Curriculum
• Lesson Content / Math Autobiography (attached)
Instructional Delivery
• Procedures
• Strategies / 1. Discuss with the students what an autobiography is and why it is helpful/relevant to math class.
2. Read model autobiography to the class. Discuss the elements that are included in the model.
3. Have students write their math autobiography.
4. Answer questions students have as they write.
5. Students share the last 10 minutes of class.
6. Students take home to complete/revise.
Evidence/Assessment / Draft, completed autobiography
Will be scored with KHSD writing rubric
Universal Access
• Reading difficulties
• Advanced learners
• English learners / Reading difficulties - additional help available at lunch and after school; may need additional time to complete.
Advanced learners - students will include goals for the class and how they expect to use this year's math in the future.
English learners - will have the option of writing in their native language
Text/Instructional Materials / Merrill's Advanced Math Concepts: Pre Calculus with Applications
Teacher sample autobiography

Math Autobiography

Math Analysis

Purpose: To focus on and communicate prior individual math experiences.

Guidelines: Write an autobiography about your math experiences. It should be written in paragraph form, using complete sentences and correct grammar. It will be scored with the KHSD writing rubric. There is no set length requirment, but it should address ALL of the following:

1. Give a brief summary of your experiences with math—good and bad.

2. Consider your successes with math. How are they important in your life?

3. Consider what you like about learning math? What types of activities have you done in classes that help you learn math? Do you have a particular favorite activity? What about the activity makes it a favorite?

4. Consider what you do not like about learning math? What types of activities have you done in classes that have not helped you learn math at all? Do you have a particular activity that you really disliked? Why?

5. If you could teach your math class for one day, what would you teach your classmates?

6. What would you personally like to learn this year about math?