EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN MIDDLE LEVEL & SECONDARY

Candidate: O. Simone Rascoe

District: OCSD5
Major: Math Education

Grade: 9 th, 11th, and 12th

Year: Fall 2016

Cooperating Teacher: Ms. S. Foster

School: Bethune-Bowman High School
Cognate(s): Algebra I, Pre-Calculus
Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver
instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
Gender

Description

Sources/Contextual Factors

(of your findings in terms of your

students)

(e.g. students, community resources, internet,

records, school personnel, family, etc.)

I have more female students than

male students. This does not create
a big problem because the girls tend
to get along fairly well with one
another. I believe that many of the
male students are not as vocal as
the female and need more push that
the females.

Students

The mathematics level of my

students is very low. They struggle
mainly with the basic math skills that
should be master at the middle level
such as, adding and subtracting
integers, multiplication, and working
with fractions. Because of this,
learning hard concepts in math such
as the ones in Algebra I become
extremely difficult. To take a very
educated guess, the students are
95% reliant on their calculators,
which in turn creates more problems
within the classroom.

Students

SES

Academic Skills
Mathematics
Reading Levels

Because the reading levels of many

students are low as well, presenting
word problems to relate the math
concepts to real life become difficult
as well. Word problems are being
use more and more in standardized

testing, so I still think it is very

important to present them with word
problems even though they may not
be completely literate in math.
Disabilities

There are four students with an IEP

(Individual Educational Plan.) Of
the four students, there is one
student, a bot, with a disability, and a
girl, who has a hearing problem.

Students

Ethnicity

Majority of my students are AfricanAmerican. Of the four classes three

are Caucasian (one boy and two
girls, and one girl is Hispanic.

Students

Student Interest

Because the high school I at is so

small, many of the students are
involved in the extra-curricular
activities they have to offer. These
activities include football, band, color
guard, cheerleading, and ROTC.
Almost all the students are involved
with one extra-curricular activity, and
many are involved in one or more.

Students

Reflect on the student Information: Why do you feel that this student information is of primary importance,
and (2) how did and will you use this student information to guide the development of your long and short
range plans?
This student information is of primary importance because it tells me a lot about how I should deliver my direct
instruction. I need to be aware of all my students different needs and be able to adapt my lessons to a diverse
student body. I will use this student information to guide the development of my long and short range plan by make
sure I take into consideration the level of my students and their various needs. I will still challenge them
academically, but I will be cautious of what they are capable of and the resources available to them at the same time.

Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your
students in each of the four content areas. Make sure that you include goals that address the cognitive,
psychomotor and affective domains and diversity for students.
Content 1: Algebra I

Long Range Learning and/or Developmental Goals

CREATING EQUATIONS
A1.ACE.1* Create and solve equations and inequalities in one variable that model real-world problems involving linear,
quadratic, simple rational, and exponential relationships. Interpret the solutions and determine whether they are reasonable. (Limit to
linear; quadratic; exponential with integer exponents.)
A1.ACE.4* Solve literal equations and formulas for a specified variable including equations and formulas that arise in a variety
of disciplines.
REASONING WITH EQUATIONS AND INEQUALITIES
A1.AREI.1* Understand and justify that the steps taken when solving simple equations in one variable create new equations that
have the same solution as the original.
A1.AREI.3* Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A1.AREI.11* Solve an equation of the form f()=() graphically by identifying the -coordinate(s) of the point(s) of
intersection of the graphs of =() and =(). (Limit to linear; quadratic; exponential.)
STRUCTURE & EXPRESSIONS
A1.ASE.1* Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret
complicated expressions as being composed of simpler expressions. (Limit to linear; quadratic; exponential.)
QUANTITIES
A1.NQ.1* Use units of measurement to guide the solution of multi-step tasks. Choose and interpret appropriate labels, units, and
scales when constructing graphs and other data displays.
A1.NQ.2* Label and define appropriate quantities in descriptive modeling contexts.
A1.NQ.3* Choose a level of accuracy appropriate to limitations on measurement when reporting quantities in context.
BUILDING FUNCTIONS
A1.FBF.3* Describe the effect of the transformations kf(), f()+, (+), and combinations of such transformations on the graph of
=() for any real number . Find the value of given the graphs and write the equation of a transformed parent function given its
graph. (Limit to linear; quadratic; exponential with integer exponents; vertical shift and vertical stretch.)
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or
developmental goals you have established, which goals do you believe are the most important for all
students to achieve, and why?
I believe the most important goals for this long range plan are structure and expression and creating equations. This
skills and standards are key when continuing on in this math course to be successful. In math, one skill builds off
another. It is important to master the basic skills first.

Content 2: Pre-Calculus/Honors

Long Range Learning and/or Developmental Goals

Arithmetic with Polynomials & Rational Expressions
PC.AAPR.2 Know and apply the Division Theorem and the Remainder Theorem for polynomials.
PC.AAPR.3 Graph polynomials identifying zeros when suitable factorizations are available and indicating end behavior. Write a
polynomial function of least degree corresponding to a given graph.
PC.AAPR.4 Prove polynomial identities and use them to describe numerical relationships.
PC.AAPR.5 Apply the Binomial Theorem to expand powers of binomials, including those with one and with two variables. Use
the Binomial Theorem to factor squares, cubes, and fourth powers of binomials.
PC.AAPR.6 Apply algebraic techniques to rewrite simple rational expressions in different forms; using inspection, long division,
or, for the more complicated examples, a computer algebra system.

 PC.AAPR.7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition,
subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Structure & Expressions
PC.ASE.1 Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret
complicated expressions as being composed of simpler expressions.
PC.ASE.2 Analyze the structure of binomials, trinomials, and other polynomials in order to rewrite equivalent expressions.
PC.ASE.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to
solve problems including applications to finance.
Complex Number Systems
PC.NCNS.2 Use the relation i =1 and the commutative, associative, and distributive properties to add, subtract, and multiply
complex numbers.
PC.NCNS.3 Find the conjugate of a complex number in rectangular and polar forms and use conjugates to find moduli and
quotients of complex numbers.
PC.NCNS.4 Graph complex numbers on the complex plane in rectangular and polar form and explain why the rectangular and
polar forms of a given complex number represent the same number.
PC.NCNS.5 Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex
plane; use properties of this representation for computation.
PC.NCNS.6 Determine the modulus of a complex number by multiplying by its conjugate and determine the distance between
two complex numbers by calculating the modulus of their difference.
PC.NCNS.7 Solve quadratic equations in one variable that have complex solutions.
PC.NCNS.8 Extend polynomial identities to the complex numbers and use DeMoivres Theorem to calculate a power of a
complex number.
PC.NCNS.9 Know the Fundamental Theorem of Algebra and explain why complex roots of polynomials with real coefficients
must occur in conjugate pairs.
Vectors & Matrix Quantities
PC.NVMQ.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line
segments, and use appropriate symbols for vectors and their magnitudes.
PC.NVMQ.2 Represent and model with vector quantities. Use the coordinates of an initial point and of a terminal point to find
the components of a vector.
PC.NVMQ.3 Represent and model with vector quantities. Solve problems involving velocity and other quantities that can be
represented by vectors.
PC.NVMQ.4 Perform operations on vectors. a. Add and subtract vectors using components of the vectors and graphically. b.
Given the magnitude and direction of two vectors, determine the magnitude of their sum and of their difference.
PC.NVMQ.5 Multiply a vector by a scalar, representing the multiplication graphically and computing the magnitude of the scalar
multiple.
PC.NVMQ.6* Use matrices to represent and manipulate data. (Note: This Graduation Standard is covered in Grade 8.)

 PC.NVMQ.7 Perform operations with matrices of appropriate dimensions including addition, subtraction, and scalar
multiplication.
PC.NVMQ.8 Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative
operation, but still satisfies the associative and distributive properties.
PC.NVMQ.9 Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of
0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
PC.NVMQ.10 Multiply a vector by a matrix of appropriate dimension to produce another vector. Work with matrices as
transformations of vectors.
PC.NVMQ.11 Apply 22 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of
area.

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or
developmental goals you have established, which goals do you believe are the most important for all
students to achieve, and why?
The most important goal for all students to achieve is dealing with polynomials and expressions. This is a goal that is
very common in mathematics. It is a skill that must be learned in order to be successful in majority of the rest of any
part of math.

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class.
Subject: Algebra I
Unit Length
Unit Topic or Description

(i.e., approximate number of lessons)

Polynomials

Approximate number of lessons is seven.

A1. AAPR. 1 Add, subtract, and multiply polynomials and understand

that polynomials are closed under these operations. (Limit to linear;
quadratic.)
A1.ACE.2* Create equations in two or more variables to represent
relationships between quantities. Graph the equations on coordinate
axes using appropriate labels, units, and scales. (Limit to linear;
quadratic; exponential with integer exponents; direct and indirect
variation.)
Creating Equations

Approximate number of lessons is four.

A1.ACE.1* Create and solve equations and inequalities in one variable

that model real-world problems involving linear, quadratic, simple
rational, and exponential relationships. Interpret the solutions and
determine whether they are reasonable. (Limit to linear; quadratic;
exponential with integer exponents.)
A1.ACE.4* Solve literal equations and formulas for a specified variable
including equations and formulas that arise in a variety of disciplines.
Reasoning with Equations & Inequalities

A1.AREI.5 Justify that the solution to a system of linear equations is

Approximate number of lessons is seven.

not changed when one of the equations is replaced by a linear

combination of the other equation.
A1.AREI.6* Solve systems of linear equations algebraically and
graphically focusing on pairs of linear equations in two variables.
(Note: A1.AREI.6a and 6b are not Graduation Standards.
a. Solve systems of linear equations using the substitution method.
b. Solve systems of linear equations using linear combination.
A1.AREI.10* Explain that the graph of an equation in two variables is
the set of all its solutions plotted in the coordinate plane.
A1.AREI.12* Graph the solutions to a linear inequality in two variables.

Building Functions

Approximate number of lessons is 3.

A1.FBF.3* Describe the effect of the transformations kf(), f()+, (+),

and combinations of such transformations on the graph of =() for any
real number . Find the value of given the graphs and write the
equation of a transformed parent function given its graph. (Limit to
linear; quadratic; exponential with integer exponents; vertical shift and
vertical stretch.)

Reflect on the instructional units: How did you determine your instructional sequence and the
amount of time to be spent on each unit of instruction?
The level of skills needed to complete each unit topic determined the instructional sequence. For Algebra
I, each topic will build off the previous topic. The skills must be mastered to some extent before moving
on to another topic. For example, the law of exponents is a unit topic. These skills are needed for the
next unit topic, which involves adding, subtracting, and multiplying polynomials. The amount of time
spent on each unit of instruction depends on how well the students understand. The most time that
should be spent is two weeks on one unit topic.

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of
technology, make sure that list and explain how you will use software, computer programs, Smart
boards, etc., along with power points that you may use.

Teacher Materials

Student Materials

Smart Board used for presenting power points,

working out example problems, watching videos,
calculator demonstrations, and playing interactive
learning games (i.e. Jeopardy)

Interactive Notebooks used to document class notes and

class foldables made in order to complete homework and
review for assessments

Power Points various power points used for direct

instruction

Foldables A fun way to learn topics; used to highlight the most

important parts of a standard and skill

Infinite Algebra used to create worksheets, do

nows, and assessments for the class

Mini Dry Erase Boards used to answer problems for guided

practices or independent practices

Smhoop website with various educational videos;

used for anticipatory hooks

Colored Pencils and other art supplies (scissors, glue,

protractors, etc.) Used to complete the foldable and make
note taking easier

Dry Erase Board Used for direct instruction

Graphing Calculators used during class period to help solve

various types of problems

Kahoot online interactive game where students

are quizzed
Mastery Connect Used for quick classwork
assignments and quizzes; easy to grade as well

Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2)
the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall
student progress and achievement.
You must present multiple modes of assessments that
address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if
authentic) must be attached. On each assessment, indicate the matching learning goal or
standard(s).

Assessments (Indicate
whether formative or
summative)

Evaluative Criteria

Student
Progress/Achievement
Reporting Method(s)

Matching Standard

Formative assessment

Rubric

Mastery Connect

A1. AAPR. 1

Polynomials Adding,
Subtracting, and
Multiplying

Answer Key

Power Teacher

A1. ACE. 1

Showing their work in order

to see how much they
understand

Paper Records used to

record grade on Power
Teacher

A1. AACE. 4

Summative assessment

If they are able to answer

the questions correctly or
get majority of the question
right

Mastery Connect

A1.NRNS.1

Power Teacher

A1.NRNS.2

Jeopardy Game Laws of

Exponents

Paper Records
Class Participation

Formative Assessment

Rubric

Mastery Connect

A1.NRNS.1

End of Course Test (EOC)

Answer key

Power Teacher

A1.NRNS.2

Paper Records

A1. AAPR. 1
A1.ACE.1

Rubric

Mastery Connect

A1.AREI.5

Formative assessment

Answer Key

Power Teacher

A1.AREI.6

Reasoning with Equations

and Inequlaities

Showing their work in order

to see how much they
understand

Paper Records used to

record grade on Power
Teacher

A1.AREI.10
A1.AREI.12

Reflect on student performance: (1) How did you determine that your major assessments are
appropriate for evaluating student progress and achievement, and (2) What did or will you do to
help your students and their parents understand (a) the evaluation criteria you have established
for this class/subject as well as (b) the reports regarding the students overall progress and
achievement in the class/subject?
1. I determine that my major assessments are appropriate for evaluating student progress and
achievement because the assessments reflect what was taught in the lesson and are aligned with
the standards.
2. A. I will help them understand by showing them the grading scale and telling them what it means
if they dont understand.
B. I will explain the report by showing them how Power Teacher equates the scores and does the
evaluations once their grades are put in the program.

Section IV B: Assessment of Student Performance Record Keeping

Describe your system for maintaining records of student progress and achievement for this
subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how
you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement:

The system for maintaining record of students progress and achievement is done on Power Teacher and
Grade Book. These two systems allow teachers to input grades and have the calculations done by a
computer. The grading scale for this class is 60% classwork, 40% assessment. The EOC test will be
counted for 20% of the students overall grade.

B. Procedures for aggregating and displaying data:

The procedure for aggregating and displaying the data includes documenting the scores of the students
on a chart and then recording them in grade book where the calculations are made. Mastery Connect will
also help with collecting data. It shows the progression of each student and class.

C.

How will you use the data to make instructional decisions?

The data plays a very important role in making decisions about instructional decisions. If all the scores
are bad, then the direct instructions must be modified until majority of the students comprehend. If
majority of the students do understand I will move on. Because math skills build upon one another, there
are always times when those skills can be incorporated in future lessons and reviews.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. .
Write your description as you were explaining these expectations to your students and their parents. List the
rules and consequences, and your procedures for non-instructional activities.
EXPECTATIONS DURING INSTRUCTION

The expectation during instruction is that there is no talking awhile the teacher
is talking and that respect is show to everyone. The students are also expected
to raise their
hand whenDURING
they need
to ask something,
answer a question, leave
EXPECTATIONS
NON-INSTRUCTIONAL
ROUTINES
the classroom, or get out of their seat. Walking around the classroom should be
at a minimum. The students should participate in class by staying engaged and
complete their work to the best of their abilities.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES

The students are expected to walk into the classroom in a calm manner, find their
seat, and prepare for class to begin. The students are expected to bring all their
materials to class such as their textbook, interactive notebook, pencil, paper, and
homework if applicable. The students are also expected to keep the noise level
down during non-instructional routines and be respectful and kind to their
teachers and peers at all times. There is a zero-tolerance for bullying. If this
cannot be done, the student will have to call their parents and the teacher will
talk to the parent. If the behavior continues, the parent will be notified and
administration will be involved.

Reflect on classroom management: What are the most important considerations in managing the classroom
to maximize instructional time, and why do you believe them to be important?
I believe the overall way and the most important consideration to maximize instructional time in a classroom is to
make sure that your students have a daily routine and they are aware of the routine on the first day of class. Without
a routine, they are free to do whatever they please at the moment. Having a set routine and set expectation can
avoid any unnecessary chaos and distribution.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student
learning, plans for instruction and assessment, rules for student behavior to your parents and overall
recommendations for involving your parents with learning at home. How do you plan to periodically inform
your parents about their childs learning and behavioral progress in your class? Also, discuss you would
involve your parents in home-based and school-based activities.
Procedures for providing initial information

The main procedure for communicating to my parents the classroom rules, set
expectations, goals, and assessments will be through a letter sent home. Every
student must return the bottom half of the letter with a parent signature to
acknowledge that they have read it. I will keep these signatures filed away to
prove that every parent was aware of the expectations of their student. I will
periodically inform parents about their child through positive and negative parent
contacts via phone or email.

Procedures for involving parents with the learning at home

Section VII: Reflecting and Revision Procedures

I would involve my parents in home-based and school-based activities by inviting

them to the classroom to help out during big classroom projects. I would also
encourage them to spend 30 minutes every night with their students quizzing
them on the concept being learned in class or fast facts such as multiplying
integers or fractions. I will even provide my parents with fast fact worksheets that
the kids can do with their parents and be signed and turn in for extra credit points.

Reflect on your long range plan and determine what might be, or what you think may be strengths and
weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you
think you might need to reflect on your teaching practices.

A. Strengths:
The strengths of my long range plan are my ideas and procedures for my classroom.
B. Weaknesses
My weaknesses of my long range plan is not being able to predict the progression of my students and not being able
to keep a steady pace. Another weakness is not having enough information about my students due to confidentiality.
C.

Time line for evaluating long range plan components.

I would reflect on my teaching practices every quarter. This would happen four times a year. I think it is important to
does this because half way through a semester is a great time to adjust rather than half way through the year when it
may be too late for certain course especially in high school when some courses are only a semester long. Reflecting
on teacher practices every quarter will give teachers a chance to start fresh and give students a chance to as well.
D.

List modifications and adaptations that you think might be needed to improve the procedures.
Some adaptations that might be needed to improve my procedures are my classroom management plans.
Every class will require different rules and procedures; therefore, it is important to take not of the effective
ones and adapt to what works for your type of class. Another modification would be the actually lesson plan
and goals set because of the pace of the students. The pace may be a lot slower than the expected.

E.

Plan for reflecting on your teaching practices.

My plan for reflecting on my teacher practices is being able to see the strengths and weakness of how I teach. It is
also my plan to be able to reflect and figure out what works for students and what doesnt work.