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UNT EDSE 4060 - Clinical Interview Part 2

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EDSE 3500 Statement of Conceptual Theme of Interviews The conceptual focus of the four interviews is linear functions, equations, and inequalities. The topics of each interview within this theme are as follows; identifying a function, adding polynomials, finding x and y intercepts, finding the slope of a line.EDSE 3500 Plan of Action for Clinical Interview # 1Pre-Service Teacher’s Name: Eric DillDate: February 22, 2016Child’s Grade/Age: 10th grade, 16 years oldTEKS (2012): Algebra I A.2(A)(2) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to:(A) determine the domain and range of a linear function in mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities;Materials Needed: Paper, pencil, Worksheet pieces Plan of Action:Conceptual Theme of Interviews: Linear functions, equations, and inequalitiesEssential Question of This Interview: What is a Function?Engage:I will show my student a “Snake game” video, demonstrating a failure of the vertical line test in terms of graphing. https://www.youtube.com/watch?v=g_JeJAMFCRYExplore: Make two piles of the cut out paper. In one pile, put all the examples of a function, and the other pile, examples of what is NOT a function. (30 graphs total)Supporting Concept #1: Identify a function1. Vertical Line Test2. Make a xy TableSupporting Concept #2: Identify what isn’t a function1. Vertical line test2. Each pair only can relate to one x valueSupporting Concept #3: What is a function1. A relationship2. input and output3. f(x)=Conclusions:The student will apply the TEKS by identifying what a function is and through hands-on examplesthey will explain why they have come to that conclusion.EDSE 3500 Student Artifacts for Clinical Interview #1Teacher Notes for Clinical Interview #1The interview began with the interviewer asking the student what a function was. The student replied that it is a set of points that connect in a certain way. The interviewer continued, asking are all points in functions connected. Well, not all functions have points that connect. Well,what do all functions have in common? They all have one x value that maps to a y. Can you use thesame x value to map to multiple y values? No. Why not? Because then it isn’t a function.The student was then showed the video of the “Snake Game” and was asked what comes to mind when watching the video. The student responded that it looked like the snake could have been a function at first but then it lapped over itself. The interviewer asked why that makes it nota function. It fails the vertical line test. What is that? You draw a vertical line anywhere on a function and if it hits more than one y-value, it isn’t a function.The student was given a handful (30) of graphs and asked to separate them by whether they were a function or not. The student separates the graphs and put all of the graphs in the correct place but was hesitant on a few. On the ones that they were hesitant on, the interviewer asked why they put them in that pile. They answered that it either passed the vertical line test or it failed it and that is why they placed them where they did. The interviewer asked if there was another way of identifying a function. Making a table. Howwould you do that? The student then demonstrated how making a table could determine if the graph was a function. The interview ended with the student and interviewer thanking each other for their time.EDSE 3500 Plan of Action for Clinical Interview # 2Pre-Service Teacher’s Name: Eric DillDate: March 7, 2016Child’s Grade/Age: 10th grade, 16 years oldTEKS (2012): Algebra I A.5(A)(5) Linear functions, equations, and inequalities. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. The student is expected to:(A) solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sidesMaterials Needed: paper, pencil, algebra tiles, worksheetPlan of Action:Conceptual Theme of Interviews: Linear functions, equations, and inequalitiesEssential Question of This Interview: Adding PolynomialsEngage: I will show my student a sesame street video about like things. This will represent being able to identify differences between terms. https://www.youtube.com/watch?v=6b0ftfKFEJgExplore: Using the algebra tiles, add the problems given on the worksheet.Supporting Concept #1: What is a polynomial?1. Show me what a polynomial is2. Separate the pieces by what you think is alike.3. How did you separate?Supporting Concept #2: Identifying Polynomials1. 1/x2. |x|3. Square root of xSupporting Concept #3: Adding like terms1. Use the tiles to represent y=2x2+7x+32. Use the tiles to represent y=5x4-9x+63. Use the tiles to represent y=3x3+3x-3Conclusions:The student will apply the TEKS by breaking down one variable equations by adding like terms and explaining what polynomials are.EDSE 3500 Student Artifacts for Clinical Interview #2Teacher Notes for Clinical Interview #2The interview started off with the interviewer asking what a polynomial is. The student responded saying they weren’t sure. The interviewer continued questioning. What is a term in an equation? A certain thing, like x2 or 7x. What is it called when you have multiple terms? Oh, Polynomial. The interview shows the student the “sesame street” video and asks what they think the video represents. Immediately, the student says it represents a different term. The interviewer asked which shoe doesn’t belong with the others. The tall one. Why? Because it’s different from the others.The student was instructed to create a polynomial on scratch paper and they do so. Then the student was instructed to separate the “Algebra tiles” by likeness. The student separated the big squares (x2), the long strips (x) and the little squares (K, where k is any real number). The interviewer asked why they separated them like such. Shape and size.The interviewer tells the student what terms the tiles represent, and asks what situations or


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