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Department of Educational Leadership and Technology 





EDL 709: Practicum in Supervision



Fall 2006


Standard(s)/element(s)/sub-element(s) met:

2.2b, 2.3a, 3.3b, 3.3c, and 6.1d


How competencies were met:

 In order to address the new state curriculum (posted 8/31/2006), I designed an integration map for teachers of 7th grade. The purpose of the map was to provide an easy-to-use correlation of resources currently available to the teachers with the new curriculum. In addition to creating the map, I also separated the state’s curriculum activities into separate documents for ease of use. In addition to designing the curriculum, I have also assisted in developing the presentation of the information for administration and teachers.

Artifacts related to activity:






Integration Map—correlation between state curriculum for Grade 7: Advanced Course and the District curriculum (Guaranteed Curriculum)/Materials

(Sample Page)






State Activity Page







Reflection on activity:

During this experience, I gained a deeper understanding of how useful a well-designed resource can truly be for a teacher in the classroom. While the actual documents took weeks to develop, their short-hand format will save teachers numerous planning hours. Teachers can utilize the integration map to incorporate/modify the materials they are currently using to address the needs of students in this particular course.  

     I learned that the easier and more straightforward a document is, the more likely it will be used for its intended purpose. Keeping information organized and readily available is one of the greatest aides I can provide to teachers in the classroom. Also, designing a program that utilizes the materials a teacher is already familiar with will make any transition easier to undertake.



Number and Number Relations

Referenced in 7th Grade

Extension Required


Course 2

8th Grade



Comprehensive Curriculum 

Grade 7 Advanced


Recognize and compute equivalent representations of fractions, decimals, and percents (i.e., halves, thirds, fourths, fifths, eighths, tenths, hundredths)


Unit 1, 2, 3, 4



References-at-a-Glance in

Guaranteed Curriculum


Unit 1, Activity 4

Unit 1, Activity 5


Compare positive fractions, decimals, percents, and integers using symbols (i.e., <, £, =, ³, >) and position on a number line (N-2-M)

Unit 1, 4



References-at-a-Glance in

Guaranteed Curriculum

LEAP Preparation,  Lesson 30, 47, 50, 53, 54


Transition Unit, Lesson 1.1, 2.1, 3.1, 4.2, 5.1, 5.2, & 6.1


Unit 3,

Lesson 5.2-5.3

Unit 1, Activity 3

Unit 1, Activity 4

Unit 1, Activity 5

Unit 1, Activity 8

Unit 2, Activity 6

Unit 2, Activity 9

Unit 4, Activity 5


Compare rational numbers using symbols (i.e., <, £ , =, ³, >) and position on a number line (N-1-M) (N-2-M)


Solve order of operations problems involving grouping symbols and multiple operations (N-4-M)

Unit 6

Incorporate Integers, Whole number exponents

Lesson 1.3, p. 13

LEAP Preparation, Lesson 1, 30, 50


Transition Unit, Lesson 1.2, 1.2b, 1.3, 1.4, & Integer Graphing Calc. Activities


Unit 5,

Lesson 1.1, 1.2, 2.1, 2.2, 2.3


Unit 6,

Lesson (SIWS) 3.3, 3.4, 4.3

Unit 1, Activity 2

Unit 1, Activity 6

Unit 1, Activity 7

Unit 1, Activity 8

Unit 1, Activity 16

Unit 1, Activity 17

Unit 2, Activity 3

Unit 3, Activity 3

Unit 3, Activity 4

Unit 3, Activity 12

Unit 3, Activity 17

Unit 4, Activity 13


Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations (N-4-M)

Unit 1, Activity 1:  Missing!  (GLEs:  7th – 7; 8th – 6) 

It is important for the students to establish problem-solving strategies early in the year.  This activity was written to help students recognize the steps in problem solving. Lead a class discussion about problem-solving strategies that the students have used. Have students make a list of basic steps involved in problem solving: a) understand the problem; b) make a plan, sketch or diagram of the problem; c) carry out the plan (do the computation); and d) determine that the solution makes sense. Discuss the different problem-solving strategies such as:  a) working backwards; b) sketching models or diagrams; c) making tables, charts or graphs; or, d) setting up and solving a simpler problem first.  

Put a situation like one of those listed below on the overhead and have students write a plan for solving the problem. Give the students time to solve it and then have students discuss solution strategies. Ask, Does anyone have a different method that was used to solve the problem? Discuss methods and make sure students verbally explain why their method worked for them.

·        Samantha is floating on a raft 75 feet from the shore at 10 a.m. Every hour she moves herself forward 15 feet with her arms, but she stops when she gets tired and the current pulls her backward 6 feet. At this rate, what time will Samantha reach the shore? Explain your solution.

Solution: 6:20 p.m. Since she gets about 9 feet every hour, 75 ¸ 9 = 8 hours, but she will have three feet left.   If there are 3 feet left and she moves 9 ft in an hour, then she will need 1/3 of an hour to get to shore.  This is 20 minutes.    

·        There are six boys in a race. Carl is ahead of Bill, who is two places behind Frank. Allen is two places ahead of Dwight, who is two places ahead of Evan. Evan is last. Which of the boys is closest to the finish line? Explain your solution.

Solution: Carl is closest to the finish line. Carl is first, Allen second (two places ahead of Dwight), Frank is third (two places ahead of Bill), Dwight is fourth, Bill is fifth (two people behind Frank), and Evan last (two places behind Dwight). 

·         A group of students has gathered around the center circle of the basketball court. The students are evenly spaced around the circle. Student #11 is directly across from student #27. How many students have gathered around the circle? Explain your solution.  

Solution: 32 students. Sketch a model to get an idea as to positioning. Making a table of the opposites as they draw a diagram will give the students the answer. Example: We know 11 is across from 27, which means that students 12 through 26 must sit between them.  Number 19 is in the middle position in a listing of these fifteen numbers (median).  This means that the number opposite 19 would have to be the 8th number away from 11, which is 3.  3 would also have to be the 8th number away from 27.  The numbers between 3 and 27 would be 1, 2, 28, 29, 30, 31 and 32. The answer is 32 people at the table.

Students also have to be able to determine when there is not enough information available to solve problems and locate the additional information needed to solve a problem.  They also need practice in devising problems. Have the students examine problems like the ones below and discuss how these are different from the earlier problems. (They are missing information.)  Have them work in pairs or small groups to determine the missing information and find the solution.

·        The world record high dive is 176 feet 10 inches. What is the difference between Jack’s highest dive and the world record?

·        Mary wants to find the amount of carpet needed to carpet her bedroom. She measures the length of the room. How much carpet does she need to carpet the bedroom?

·        Greg Louganis holds 17 U. S. national diving records. How many of these did he earn before the 1988 Olympics? 

General Assessments: 

·        The teacher will determine student understanding as the student engages in the various activities.

·        Whenever possible, the teacher will create extensions to an activity by increasing the difficulty or by asking “what if” questions.

·        The student will be encouraged to create his/her own questions.

·        The student will create and demonstrate math problems by acting them out or using manipulatives to provide solutions on the board or overhead.

·        The teacher will observe the student’s presentations and use a rubric to assess. 

v     The student will complete journal entries by responding to prompts such as:

o       Explain the meaning of 10%, 20%, 25%, , 50%, , 75%, and 100% and write their fractional and decimal equivalents. Give examples of their use in real-life situations.  




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