Rider 82 Curriculum
2007 Pilot Report Findings
Dr. Lesley Tomaszewski and Genny Reid
February 27, 2008
Appendix L, Part 5
Manufacturing Industry Cluster
Seguin Pilot Site Report
ESL Component Lessons
Employability Component Lessons
Math Component Lessons
Technology Component Lessons
Manufacturing Industry Cluster
Math Lessons
Responses from teacher lesson evaluations
Seguin Pilot Site Report
Lesson 1.1
Title of Lesson: Order
Number of students that participated in the lesson: 4
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
The symbols and the words >, greater than, and >, less than seemed new to the students
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
As I monitored the students doing the practice exercise they were very cautiously checking the symbols to the words. I checked the work.
If you used the assessments, what did you do with the data you collected from the lessons?
copied the completed practice paper and filed them in the student portfolio
Lesson 1.2
Title of Lesson: Numerical filing
Number of students that participated in the lesson: 4
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
One student already knew about numerical filing
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
Students realized that numbers are used for more than arithmetic
If you used the assessments, what did you do with the data you collected from the lessons?
Copies of the completed exercises were filed in the student folder
Additional comments from conference calls:
- The last example on page 1 of the student workbook – Annie thinks it should read, “Folder 992 should be filed after 931” not 992.
- Page 2 perhaps the teacher could show a real invoice to the students
Lesson 1.3
Title of Lesson: Rounding
Number of students that participated in the lesson: 3
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
Some teachers may say that perhaps rounding numbers is not so important because of the availability of calculators. I happen to think it is good to know.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students could perform the tasks.
If you used the assessments, what did you do with the data you collected from the lessons?
I monitored the students' work as they worked the practice pages, corrected mistakes, and copied them for the student portfolio.
Additional comments from conference calls:
Page 2 example 5 I think it should read, “161:160 or 200” instead of “150 or 200”
Lesson 1.4
Title of Lesson: Estimating
Number of students that participated in the lesson: 3
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.75
Please add any additional comments and/or questions you have about this lesson:
One the practice exercises perhaps the students after 'estimating' could have checked the actual sums.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students could do the practice exercises.
If you used the assessments, what did you do with the data you collected from the lessons?
I corrected the exercises and put it in the student portfolio.
Lesson 1.5
Title of Lesson: Estimating with money
Number of students that participated in the lesson: 4
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
Students need to be reminded of the significance of the dollar sign.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students understood the use of estimating quite well. Most of them used it when shopping.
If you used the assessments, what did you do with the data you collected from the lessons?
The students understood this basic idea and it's significance. They were somewhat careless about using the dollar sign.
Additional comments from conference calls:
Student book page 1, “laundry” soap is misspelled
Lesson 2.1
Title of Lesson: Adding and subtracting whole numbers
Number of students that participated in the lesson: 5
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
One or two students needed guidance reading the word problems.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
I corrected and copied the exercises.
If you used the assessments, what did you do with the data you collected from the lessons?
All of the students had no problems with addition and subtraction of whole numbers.
Lesson 2.2
Title of Lesson: Addition and subtraction with decimals
Number of students that participated in the lesson: 6
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.5
Please add any additional comments and/or questions you have about this lesson:
I used place value to show what a decimal means. The students all indicated that they understood.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students could perform operations using decimals as per the exercises.
If you used the assessments, what did you do with the data you collected from the lessons?
The completed exercises were corrected, copied and filed in the student's folder.
Lesson 2.3
Title of Lesson: Measurement, length, customary units
Number of students that participated in the lesson: 3
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.66
Please add any additional comments and/or questions you have about this lesson:
Measuring was a fun experience for the students.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students understood measuring but converting or changing units was a little tricky for them.
If you used the assessments, what did you do with the data you collected from the lessons?
Checked it, copied it and put it in the student's file.
Lesson 2.4
Title of Lesson: Measurement - Length: Metric system
Number of students that participated in the lesson: 5
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 1
Please add any additional comments and/or questions you have about this lesson:
Most students found that changing from metric to customary measurements was difficult. The teacher demonstrated these very carefully.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students had trouble changing from one system to the other, ie. metric to customary and customary to metric. A couple of students were confused on how to measure a "tub" for instance but soon caught on.
If you used the assessments, what did you do with the data you collected from the lessons?
I corrected it , copied it , gave the copy it the students and filed the originals.
Lesson 2.5
Title of Lesson: Multiplying by whole numbers
Number of students that participated in the lesson: 6
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.75
Please add any additional comments and/or questions you have about this lesson:
This math lesson was integrated in the sense it correlated with the multiplication needed to complete the Materials Requisition Form.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
After the students had finished the problems I corrected the papers. I observed that the students could do this operation quite well.
If you used the assessments, what did you do with the data you collected from the lessons?
Corrected it, copied it and filed a copy in the student portfolio.
Lesson 3.1
Title of Lesson: Positive and negative integers
Number of students that participated in the lesson: 5
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.75
Please add any additional comments and/or questions you have about this lesson:
I associated, in my mind, degree of excellence and defects as positive and negative concepts. Perhaps this was not intended.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
The students understood the concept of positive and negative. Some needed a little guidance doing the exercises.
If you used the assessments, what did you do with the data you collected from the lessons?
I corrected it, copied it and placed in the students’ portfolio.
Lesson 3.2
Title of Lesson: Multiplication of whole numbers
Number of students that participated in the lesson: 6
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.75
Please add any additional comments and/or questions you have about this lesson:
There was a word problem in which the students had to calculate the mileage from work to home every day for a month. More of this kind of application would have been good.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
All of the students knew how to multiply. After the students finished I passed out calculators and had them check their work.
If you used the assessments, what did you do with the data you collected from the lessons?
I corrected the papers and made copies for the portfolio.
Lesson 3.3
Title of Lesson: Dividing whole numbers
Number of students that participated in the lesson: 7
Hours needed to prepare for the lesson: 0.25
Hours needed to complete the lesson: 0.75
Please add any additional comments and/or questions you have about this lesson:
A couple of students said they had their own method for doing long division and said they could not follow the plans in the book. However, their 'algorithm' for doing it got them to the correct answer so I didn't interfere. By industry cluster, I assume it means the group of lessons in the module. However, I do feel that the basic operations are needed in manufacturing.
How did you use the assessments mentioned in the teacher lesson plans?
I all of the assessments in the teacher lesson plans
If you used the assessments, what type of data did they reveal?
It was obvious that some students had a different way of doing the long division.
If you used the assessments, what did you do with the data you collected from the lessons?
I corrected the exercises and filed it in their folders.
Additional comments from conference calls: do now know exactly which lesson they apply to:
- In the math assessments, the following errors were noticed:
- Multiplication second row #1, 17 X 3 = 51 not 52
- Last item 253 X 26 = 6578 not 6658
- Last item in the Division 92 divided by 8 = 11 r 4
- The money totals $1.64
- In measurement the lines measure 3 inches, 3 ½ inches and 1 ¼ inches. The last is correct.
- In Module 3, multiplication of whole numbers – the teacher lesson plan begins on page 4. Similarly, the student work book begins on page 4.
