Christian Minnick
Teaching Grades 612
February 26, 2010
Activity 9.1
MiniCamel
1. How many bananas can MiniCamel get to market?
Mini Camel can get 7 bananas to the market.
2. Explain how MiniCamel achieves this result.
Since MiniCamel has a harvest o
Christian Minnick
Teaching Grades 612
March 26, 2010
Activity 11.3
Exploring Equivalent Expressions with Decimals
Which of these expressions have the same product as 12.8 x 48? Explain your thinking.
1. 128 x 4.8
2. 10.8 x 50
3. 128 x 4 x 0.8
4. 64 x 9.6
Christian Minnick
Teaching Grades 612
March 19, 2010
Activity 9.7
Diophantus
Directions: This problem is easier to work without algebra. Guess what kind of number you
would expect. How small? How large? What type of number? Trial and guess will give the
Christian Minnick
Teaching Grades 612
March 19, 2010
Activity 9.8
The Checkerboard Problem
Directions: You see before you a typical checkerboard consisting of 64 black and white squares.
Keeping in mind that a square is a rightangled figure with four eq
Christian Minnick
Teaching Grades 612
February 14, 2010
Activity 6.5
Manufacturing Toys
The Cuddle Toy Company manufactures three types of stuffed animals: pandas, kangaroos, and
rabbits. The production of each toy requires cutting materials, sewing, and
Christian Minnick
Teaching Grades 612
March 26, 2010
Activity 11.2
Operations on Fractions
1) If the fractions represented by the points D and E are multiplied, what point on the
number line best represents the product?
Point C. The reason why this would
Christian Minnick
Teaching Grades 612
March 7, 2010
Figure 8.1
Sample Quiz: CBL Motion Quiz
Part I. Answer the following questions in the space provided. Use the graphs to help.
1. What do you do to create a horizontal
line on a timedistance graph?
To c
Christian Minnick
Teaching Grades 612
February 18, 2010
Figure 8.5
Sample TeacherMade Test Items for Geometry
1. A square has sides each measuring 6 cm in length. Describe a rectangle, a triangle,
and a regular hexagon that have the same perimeter as th
Christian Minnick
Teaching Grades 612
January 18, 2009
Harry Wong Questions 15
1. Of the four levels of invitational learning, give some examples that you have
observed either in the public schools at UNCP and tell which level you would classify
it as.
Christian Minnick
Teaching Grades 612
February 18, 2010
Figure 8.5
Sample TeacherMade Test Items for Geometry
1. A square has sides each measuring 6 cm in length. Describe a rectangle, a triangle,
and a regular hexagon that have the same perimeter as th
Christian Minnick
Teaching Grades 612
March 7, 2010
Figure 8.4
Sample TeacherMade Items for Algebra I
4. Consider the following expression: 4 xx 2
a. Danny evaluated this expression and camp up with 41. Do you agree or
disagree with his answer? Explain
Christian Minnick
Teaching Grades 612
February 18, 2010
Figure 8.6
Sample TeacherWritten Statistics Test Items
True or False
(If statement is false, indicate how to change the statement into a true statement.)
1. _F_ A set of data cannot have more than
Christian Minnick
Summary of Interview
Summary
I gave the student the worksheet that has derivatives on it and the directions were to
answer the following questions and show all of their work. I made sure that the student knew
how to do derivatives before
Christian Minnick
Reflection
Reflection
Overall, I thought that the task for the interview was a moderate task for the student. I
figured that the worksheet was easy enough for the student to understand the concept of how to
find derivatives but also gave
Christian Minnick
Summary of Interview
Summary
I gave the student the worksheet that has derivatives on it and the directions were to
answer the following questions and show all of their work. I made sure that the student knew
how to do derivatives before
Christian Minnick
Teaching Grades 612
March 7, 2010
Activity 3.4
Completing the Square with Algebra Tiles
2.
x
3
x
3
x+3=5
x=2
3.
x
7
x
7
x+7=11
x=4
4. Discuss the answers to these questions.
a. Ordinarily, how many square roots does a number have?
Every
Scripted Sixpoint Lesson Plan on: Fractions
An Expository Lesson: 90 minute lesson for 6th grade
1. FocusandReview(510minutes)
Rationale The learner will understand and compute with rational numbers. Objectives
1.011.07 Add, subtract like fractions, un
Christian Minnick
Teaching Grades 612
February 6, 2010
Activity 5.3
Growing Patterns
Directions: In your group, duplicate one of the pattern block shapes, only larger, using only those
shapes that are like the original shape. Start by using green triangl
Christian Minnick
Huetinck Set #2
January 28, 2009
Activity 1.9
Eight Bags of Gold
Directions: Read the story and follow the directions to solve.
Once upon a time there was a very economical king who gathered up all the gold in his land and
put into eight
Christian Minnick
Teaching Grades 612
January 29, 2010
Harry Wong Questions 610
6) Of the three characteristics of an effective teacher, list 5 or more ways that you can
accomplish both #1, #2 and #3. (5 each)
Number 1 is teachers have high expectations
ManipulativeProject
1)
FractionBars  Fractions (Adding and Subtracting Fractions)
a) Grade 6th and higher
b) NCSCOS c) Gain Gain understanding of common denominators.

How fractional parts are separated.

Understanding of equivalent fractions

Order
Authors: Johnston
Anderson and Keith
Austin
Paradigms of Proof
PPT By: Christian
Minnick
What is a Paradigm?
Paradigms are all common views about
proofs and a structure of the direction
the research should go and how it is
performed.
Observation
Anderson
Christian Minnick
Intro to Advanced Mathematics
January 19, 2010
Paradigms of Proof Article Critique
Paradigms of Proof in summary is talking about how most first year undergraduate math
majors are not prepared for classes with proofs. Johnston Anderson a
Christian Minnick
Intro to Advanced Mathematics
January 19, 2010
Paradigms of Proof Article Critique
Paradigms of Proof in summary is talking about how most first year undergraduate math
majors are not prepared for classes with proofs. Johnston Anderson a