Migrant Education

Welcome to the Unit 5.2 Hikers Beware!

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This unit continues our focus on the CAHSEE problem:

What is the slope of a line parallel to the line y = 1/3x + 2?

• A. -3
• B. -1/3
• C. 1/3
• D. 2

As you progress through this unit, you will deepen your content knowledge on the slope of parallel and perpendicular lines and develop instructional strategies to assist students in mastering these kinds of problems.

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The major California Mathematics Content standards addressed in this question include:

Algebra 6.0. Students graph a linear equation and compute the x- and y-intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4).

Algebra 8.0. Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point.

Algebra 9.0. Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets.

Successful completion of Unit 5.1 Stacking Cups is a prerequisite to this unit. 

In Unit 5.2: Hikers Beware!, you will

• Deepen your understanding of mathematical concepts in Algebra, including:
  • Clarifying the concept of y-intercept

  • Clarifying the meaning of negative slope

  • Interpreting the intersection of two lines

• Develop skills in new instructional strategies, including
  • Creating a classroom environment that builds students' motivation to learn mathematics.
  • Promoting meaningful discourse in mathematics classrooms.
  • Utilizing culturally responsive pedagogy to engage all students
  • Scaffolding students in their development of problem solving strategies.
  • Analyzing student thinking to inform instructional decision-making.
  • Using focusing rather than funneling questions.
  • Structuring the sharing of student work in terms of mathematical flow.
• Apply your new knowledge and skills in the Lesson Plan Project.

What you will see:

• This unit is organized around a highly-missed question from the California High School Exit Examination
• The unit presents a lesson taught by a middle school teacher.
• The teacher designed the lesson with input from Dr. Harris Shultz. 
• You will work through two separate strands on math content and instructional strategies.

What you will do:

• As you move through the unit, you will read text, view videoclips of classroom teaching, and respond to reflection and assessment questions.
• You will submit your responses to the assessment questions as you move through the unit.
• Once you submit a response, comments from Drs. Shultz and Ellis will "pop-up" for your viewing.
  In addition, your Online Facilitator will be checking your responses for accuracy and completion.
• At the end of each strand, you will be asked to post your reflection on the Discussion Board. You will also respond to a colleague's posting.
• At the end of the unit, you will be asked to reflect on the entire learning experience.
• At the end of each unit, you also apply what you've learned to a lesson plan project.  

Unit 5.2 Hikers Beware! should take approximately 10-15 hours, depending on your technology skills and knowledge of instructional strategies.  You may complete this unit on your own time, but each strand is expected to be completed by a specific deadline. This will allow your Online Facilitator to provide collective support and will facilitate your collaboration with your colleagues. It will also insure that you complete the unit by the course endpoint.