Tanzania Portfolio

orLfollo M1P 496 1
MA1n-496 Ck1ICLIC
1AN2ANIA

ke|sey Iohnson
and
Ieremy Sheaffer

Mth 496, Sect|on 01
rofessor kasmer
August 1, 2013

orLfollo M1P 496 2

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In Pursuit of Schooling: Girls' Education and Economic 'Reform' in Tanzania ................................. 3
Cne LducaLor's vlew of School SegregaLlon ln 1anzanla ............................................................................. 3
Mathematics in the Streets and in the Schools ............................................................................................. 7
Secondary Education in Tanzania: Key Policy Challenges ......................................................................... 9
Africas Winds of Change: Memoirs of an International Tanzanian ......................................................... 11
LqulLy, !usLlce and 1ransformaLlon ln LducaLlon: 1he Challenge of Mwallmu !ullus nyerere 1oday ....... 12
Pere ln Afrlca, We 1each, SLudenLs LlsLen": Lessons AbouL CulLure lrom 1anzanla ............................... 14
1eachers undersLandlng of Lhe ConcepLual SLraLegy for rlmary MaLhemaLlcs 1eachlng ln 1anzanla .... 13
1he culLural pollLlcs of consLrucLlvlsL pedagogles: 1eacher educaLlon reform ln Lhe unlLed 8epubllc ..... 16
1he lnseparable Llnk 8eLween lnLellecLual and SplrlLual lormaLlon ln lndlgenous knowledge ................ 17
Lesson One: Simplifying Algebraic Expressions ................................................................................ 21
Lesson Two: Sine, Cosine, and Tangent ............................................................................................ 24
Lesson Three: The Unit Circle .............................................................................................................. 27
Lesson Four: Multiplication and Division of Algebraic Expressions ................................................ 30
Lesson Five: Forming Equations and Solving for One Unknown .................................................... 33
Lesson Six: Bearings .............................................................................................................................. 36
Lesson Seven: Simplifying Algebraic Expressions in the U.S. ........................................................ 39
Lesson Eight: Sine, Cosine, and Tangent in the U.S. ....................................................................... 41
Lesson Nine: The Unit Circle in the U.S. ............................................................................................. 43
Lesson One: Simplifying Algebraic Expressions ................................................................................ 46
Lesson Two: Determining the !"# term of a Arithmetic Progression .............................................. 49
Lesson Three: The Sum of the First n Terms of an Arithmetic Progression .................................. 31
Lesson Four: Finding the n
th
term of a geometric progression ......................................................... 33
Lesson Five: Finding the Sum of the first n Terms of a Geometric Progression ........................... 36
Lesson Six: Bearings .............................................................................................................................. 38
Lesson Seven: Finding the n
th
Term of an Arithmetic Sequence ..................................................... 60
Lesson Eight: Finding the n
th
Term of an Geometric Sequence ...................................................... 62
Lesson Nine: The Sum of the First n Terms of a Geometric Sequence ......................................... 64
Commonalities and Notable Differences ............................................................................................. 66

orLfollo M1P 496 3

In Pursuit of Schooling: Girls' Education and Economic 'Reform' in Tanzania
The history of the education system in Tanzania and the gender gap that exists there are
the major topics examined in this article. Frances Vavrus, the author, writes about her own
experiences and discussions she has with Tanzanians about their views on education, as well as
research that shows us why the country has had, and is currently having, problems with their
education system. She begins the article with evidence of why the country has been facing
problems, which are a lack of schools and not enough demand for schools. These two problems
go hand-in-hand and had been taken care of by donor agencies supplying the schools, providing
teaching improvement programs, and gender sensitization workshops, but the real problem is, as
Vavrus states, the privatization of schooling, which has raised the price of secondary schooling
beyond the means of most families, continues unabated. The main problem is not the number of
schools, but the cost, which most families cannot afford.
The following piece of the article covered the achievements Tanzania had in the
education system, which were credited to former president Julius Nyerere. Vavrus tells us
Nyerere struggled for a few years to fill a large demand for high-level jobs until he created two
new policies, one of which was Education for Self-Reliance, or ESR. ESR was designed to
promote a better education in primary schools, which allowed students the opportunity to learn
the necessary skills to live in an agricultural society. As it turned out the policy helped increase
the rates of students, including girls. It also increased the adult literacy rate by almost 60%.
Unfortunately, by the 1980s the drop out rate and school attendance increased, leaving many
children without an education.
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To conclude the article Vavrus considers the Chagga tribe and how their views on
education are different than most Tanzanians, socioeconomic status and education, and her own
opinion on how to help improve the Tanzanian educational system. She claims that the Chagga
do not seem to discriminate girls going to school, and all try to educate all of their children.
Again, the only problem they face is the finances of sending their children to school, as it is very
expensive. One last issue that, according to Vavrus, has not been recognized is the gap between
the wealthy and poor children. She simply states, Closing the socioeconomic gap and increasing
the enrollment rates for girls and boys should be given higher priority in Tanzania and elsewhere
in Africa. Lastly, her own opinion to help improve the system was that a financial aid program
should be put in place so families can send their children to school, more facilities for girls at
secondary schools, and a higher salary for teachers so they can be in the schools full-time.
This article was very useful for the facts it provided and the inside stories Frances Vavrus
provided. It was very detailed with the history of education in Tanzania, which is importance, but
I feel as though it neglected to go into detail on the gender gaps in the schools and the causes for
this. Vavrus gave us her own opinion at the very end that, she believe, would help education in
Tanzania, but she never went into depth on why. In particular she states that more facilities for
the female students would be beneficial, but she did not tell us why that would be or how that
could help close the gender gap. She also told us that the teachers, which were not mentioned
throughout the entire article, should be paid more. I do not believe Vavrus gave us enough
information to come to a conclusion that teachers should be paid more, maybe she should
consider they may need more education themselves and be more qualified to teach.
Overall this article was helpful for me to see the history Tanzania has had with its
educational system and how it has changed since the countries independence. I believe the most
orLfollo M1P 496 3

knowledge I gained was about the ups and downs Tanzania has had, and now I can only hope the
education system will go up from here.
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Tony Waters, the author of this article, wrote about his own experience teaching in
Tanzania, more specifically, at the University of Dar es Salaam (UDSM). He starts the article by
discussing the brief history on the Brown v. Board of Education case. He writes about how the
Supreme Court decided that the psychological damage the black students received was the worst
aspect of the segregation of schools. Waters later relates this to the psychological damage his
own students will face.
The next part of the article examines the differences between the school Waters children
are attending, which is IST or International School of Tanganyika, and the school he works at,
which is UDSM. He tells us that IST is where the wealthier families send their children,
predominantly the small Indian population in Tanzania. IST has teachers who are highly
qualified and earning a Western salary. These students will most likely end up at a university
outside of the country, as in the U.S. or in European countries. The facilities at IST are topnotch,
with computers and air conditioning. Class sizes are around 20 students per teacher, which is
much smaller than any class at UDSM. The facilities at UDSM are not comparable to IST;
students may be in a class with over 400 others trying to learn through a teacher who only has a
piece of chalk. UDSM also has qualified teachers, but the graduates from UDSM will most likely
not be able to find jobs they are qualified for. No matter the differences, Waters points out how
dedicated students are at UDSM to their education.
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With two students of his own attending IST, Waters is able to tell us the differences
between the students at IST and UDSM. He states that his own students at UDSM work harder
than any one of his students back in the U.S. or even his own children. He tells us that the
dedication his students showed at UDSM were similar to the dedication the black teachers and
students had in the segregated schools. He says the similar facilities and resources his students
have to the facilities and resources that the black schools had are the reason why others do not
perceive them as getting as good of an education as the IST students, or as the white students
before the 1950s. He then discusses the psychological damage that happens to those who claim
to have superiority over the students at UDSM, even his own children, and that we have a long
way to create equality in the classroom.
Waters article is certainly useful when searching for information about equality in the
classroom. It is not an article that uses much research, but it is one that tells a story and how
inequality has affected him on a personal level. I believe Waters goal for writing this article was
to inform others on the superiority issue that still remains and that equality in the classrooms
worldwide has a long way to go before pure equality is reached.
This article opened my eyes to this superiority problem. It is something you can most certainly
see in people here in the U.S. Waters connection between the Brown v. Board of Education and
his own experiences teaching in Tanzania was excellent and it tied together perfectly. He did not
include any sources for data, so his article may not be reliable. But, I do believe his facts were
close to accurate, and he had created an article that is absolutely memorable.
orLfollo M1P 496 7

Mathematics in the Streets and in the Schools
In this article Carraher, Carraher, and Schliemann research the mathematical thinking of
young children working a Brazilian informal market. This is a place that sounds exactly like it is
named; it is where the purchasing and selling of goods, outside of the taxation of the
government, occurs. The researchers hypothesized, based on previous findings, that the subjects
will calculate answers differently in a contextual, or real, setting than in a classroom setting, as
well as the subjects computing more correct answers in the real setting.
The researchers gave history on the informal market and the people who tend to work in
them. They tell us that some children will take over for their parents at times and run their family
business in the informal market. While on the job, the children will have to do calculations in
their heads, for there are no pencils and paper. The researchers also tell us that the children they
studied, five total, there was a range of education levels from one year up to eight years. The
procedure they followed was asking the subjects a total of 63 informal questions and then 99
formal questions. They went to the child while they were working and pose as a customer and
ask for the price for certain goods, and buying some at other times. As the subject gave them a
price the researcher posed as a customer would ask how they came up with their answer. An
observer was there to watch the informal test questions and either wrote the answers down or
tape-recorded them. After the informal testing came the formal testing. This is where the
researchers provided the subjects with a pencil and paper to complete questions that were based
off of their questions in the informal section.
As they hypothesized, the results showed that the students had a harder time answering
the questions correctly using a pencil and paper. Once in the classroom setting, sometimes being
the subjects own home, the subjects would use completely different strategies to solve the math
orLfollo M1P 496 8

problems than they did when they were asked in the real life contextual setting. This showed that
students might in fact use different routines to solve mathematical problems everyday than they
do in school.
To conclude their research, Carraher, Carraher, and Schliemann state that their findings
may be useful for teachers and that they should question the formal ways for solving math
problems and introduce real life examples in their teaching the help those students who may
struggle with written math, but excel in math on the streets.
This article is very helpful when searching for research on contextual and formal
mathematical thinking. It is an article that teachers from all over the world can benefit from and
learn that the formal way of solving problems may not always be the easiest or best way for
some students. The researchers did include many sources for their information, but with certain
facts they did not. For example when they told us that multiplication and division are taught in
the second or third grades in the public schools in the city they were in. This fact could be true,
but giving a source would help its validity. Overall, the goal of this research article was to prove
or disprove the hypothesis that students who work on the streets will struggle with written math
problems than contextual or real life ones.
I believe this article is extremely useful and has helped me remember that everyone will
learn differently and will solve their problems in ways I would never think of. Knowing that
students around the world compute in their heads, like the five subjects from this research did,
shows that learning outside of the classroom can, at times, benefit a child more than sitting in a
desk listening to a teachers explanation on how a procedure should be completed.
orLfollo M1P 496 9

Secondary Education in Tanzania: Key Policy Challenges
Suleman Sumra and Rakesh Rajani wrote an essay discussing five main policy challenges
that Tanzania must change in order to see some improvements in the educational system. They
identify these five challenges and give their own recommendations on how to alter them. The
authors begin by briefing us on some history of the education development plans for both
primary and secondary. The plans achieved at increasing the enrollment rates in primary and
secondary schools, but they have not seen an equal rise in the number of teachers being hired.
So, scholarships have been created for those who wish to go into education in hopes for more
teachers to be employed.
The rest of the essay examines the five policy challenges. The first one is establish clear
targets. This was mainly a challenge in the secondary schools since there is much confusion on
which targets to meet. There are two sets, the maximum growth and the medium growth, both of
which were created by different people and tis is a reason why schools have a problem choosing
which target is more important. The authors of the essay suggest that Tanzania created one
document with the set targets the school must meet, that way there is no misunderstandings.
The second policy challenge was focusing on outcomes not inputs. Tanzanian schools
seem to be favoring quantity and expanding access to schools, but they need to be more
concerned with the quality of education they are providing. The authors say that schools policies
need to be altered to the effectiveness of the education they are providing their students and
measure the skills each students has for the real world, and not the numbers of students they
have.
The third challenge was teachers and teacher support over infrastructure. Tanzania is
spending more time and money into creating more schools, when they have teachers who are not
orLfollo M1P 496 10

getting supported or who are not qualified to teach. The authors recommend that teacher training
should be prioritized as well as raising the teachers pay. They say that if the teachers are taking
their jobs seriously and are there to better their students and help them grow and learn then there
would not be any issues regarding the Tanzanian teachers.
Measuring success was the fourth policy challenge mentioned. They tell us that the
challenge is that schools are not measuring the correct skills students need to live in the real
world. They are more focused on the memory of facts than the problem solving skills the
students have. Tanzania is facing a shortage in human resources, so the authors suggest that
Tanzania change their annual exams. They share with us that these new tests should show the
students skills and capabilities, as well as the idea of grading them differently so the final scores
truly reflect a students competencies.
The last challenge that was discussed was the language of instruction. The authors share
that the concept that students will be fluent in English by the time they reach secondary school is
false. The authors suggest trial schools to teach in Swahili and be closely monitored to see the
progress they make and to see if changing the language of instruction to Swahili would be
beneficial to all students.
Overall, this essay was well written and shared plenty of valuable ideas that could
potentially help the Tanzanian educational system. The goal of the essay was to share five policy
challenges the country is facing, but in reality there are most likely more than five. I would like
to add the challenge of the teachers who teach in the secondary schools do not speak fluent
English but are required to use it in the classrooms. How is a student supposed to learn a
language if the teacher using the language can barely, and incorrectly, speak it? I believe this
orLfollo M1P 496 11

essay made many valuable points, but I am sure there are plenty more challenges that were
overlooked. The essay was certainly helpful at opening my eyes to some challenges that need to
be fixed in order to see a more successful educational system.
Africas Winds of Change: Memoirs of an International Tanzanian
In this chapter of Al Noor Kassums book he describes his memory of former president
Julius Nyerere, to whom he refers to as Mwalimu throughout the chapter. He starts off by sharing
that Mwalimu has laid the foundations for social justice and that the end to poverty, the
improvement of health care, and the increase in economic opportunities will be left for the future
generations to change. He then discusses three legacies of the former president.
The first legacy was Mwalimu had a high education and was able to simplify his words
so that farmers could understand the complex problems the country was facing. He had the
ability to speak to anyone at any education level and have him or her understand exactly what he
was saying. The next legacy was Mwalimus own simplicity. Kassum tells us that Mwalimu
never let his power take over him. He tells us that Mwalimu even drive his own car places and
never a limousine, as you would expect a president would take. The last legacy was his
commitment to the development to his country and his warning to students who went on strike at
the University of Dar es Salaam. Using his ways with words Mwalimu was able to explain to the
students how hard their parents and their own country had worked to get them to the university.
The next part of the chapter was about Mwalimu and how he unified the country and
Kassums reflection on his own life. He says that he believes that education should be looked at
with more importance in Tanzania, and allow students who do well in secondary school the
orLfollo M1P 496 12

opportunities to attend universities around the world. He then tells us about the agricultural and
industrial diversity the country needs in order to export more goods and generate more wealth.
The last part of the chapter is about Kassums personal life. He tells us how proud he is
of his successful children and wife. He ends the chapter with his hopefulness of President Jayaka
Kikwete to take on his responsibilities to improve their country and have many
accomplishments.
This chapter is very informative on the history of the former president of Tanzania Julius
Nyerere. Kassum provided us with a lot of personal beliefs on Nyerere and many positive aspects
he had. This chapter seems to be very useful when looking for facts on how those that supported
Nyerere perceived him. I believe the goal of this chapter was to gain insight on Kassums
thoughts and opinions on Nyerere, which can be very useful to those who do not know much
about Nyerere and why many respected him.
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1hls arLlcle wrlLLen by Mar[orle Mblllnyl, summarlzed Lhe educaLlon pollcles ln 1anzanla
for Lhe lasL 60 years and concluded wlLh some LhoughLs on how 1anzanla can geL back Lo !ullus
nyerere's LhoughLs of educaLlon for all. Mblllnyl revlewed nyerere's orlglnal LhoughLs and
pollcles on educaLlon, and why some pollcles dld noL hold and how hls LhoughLs are sLlll
appllcable Loday.
1he maln body of Lhe arLlcle dlscussed Lhe dlre slLuaLlon of publlc educaLlon ln 1anzanla
afLer colonlal rule lefL and how nyerere's LhoughLs and pollcles sLarLed Lurnlng around Lhe
educaLlon sysLem. MosL of nyerere's sLraLegles were soclallsm based and premlsed LhoughLs of
orLfollo M1P 496 13

educaLlon for all" and educaLlon for self rellance". Whlle Lhe auLhor wrlLes LhaL Lhese
sysLems had greaL lmpacLs, by Lhe mld 80's mosL of Lhe lnlLlaLlves losL momenLum, mosLly due
Lo Lhe lack of fundlng.
Mblllnyl's perspecLlve on Lhe currenL sLaLe of educaLlon Loday ls LhaL Lhe prlvaLe secLor
ls rullng and creaLlng anoLher marker of dlfference" by leLLlng Lhe hlgher class be prlvlleged Lo
a beLLer educaLlon. She wenL on Lo wrlLe abouL how Lhe segregaLlon of prlvaLe versus publlc
schoollng conLradlcLs nyerere's LhoughLs and lessons of equallLy. 1he LhoughLs ln Lhe
concluslon of Lhe arLlcle hlghllghLed how Lhe governmenL and people who have beneflLLed from
educaLlon, should glve or glve back Lo publlc educaLlon. 1hls wlll help Lhe publlc educaLlon
sysLem prosper by allowlng for a hlgher quallLy educaLlon Lhrough Lhe allocaLlon of lmproved
pedagoglcal Lools and meLhods along wlLh hlgher compensaLed Leachers wlLh smaller class
slzes. AnoLher faceL of Lhe dlscusslon comparlng prlvaLe Lo publlc educaLlon was Lhe use of
corporal punlshmenL ln Lhe publlc secLor, and Mblllnyl Lhlnks LhaL abollshlng Lhls Lype of
punlshmenL from Lhe publlc secLor would also help.
arL of Lhls arLlcle l dld noL flnd Lo be accuraLe. lrom my Llme ln 1anzanla l wlLnessed
corporal punlshmenL ln prlvaLe schools, so l am noL sure lf Lhls was a normal occurrence aL
mosL of Lhe prlvaLe schools or [usL Lhe one l was aLLendlng. lor Lhe mosL parL Lhough Lhe arLlcle
seemed Lo follow Lhe guldellnes of how nyerere LhoughL educaLlon should be and Lhe Lrlumphs
and LrlbulaLlons hls pollcles encounLered. ln all, Lhe arLlcle was helpful as an overvlew of
nyerere's perspecLlve on how publlc educaLlon should be lmplemenLed and upheld ln 1anzanla,
along wlLh Lhe roadblocks hls pollcles encounLered.
orLfollo M1P 496 14

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1he auLhor of Lhls arLlcle descrlbes her observaLlons of a secondary school close Lo
MounL klllman[aro and lnLerpreLs Lhose observaLlons Lo whaL Lhey represenL from a culLural
sLandpolnL. 1he concluslon of Lhe arLlcle was her LhoughLs on whaL Leachlng culLure ln
Amerlcan schools lmplles.
1he observaLlon or vlgneLLe as Lhe auLhor referred Lo lL as Look place ln Lhe early 1990's
ln a geography classroom. 1he Lype of lnsLrucLlon she wlLnessed was exLremely Leacher-
cenLered and llLLle use of alLernaLlve pedagoglcal meLhods were used. WhaL Lhe auLhor Look
parLlcular noLlce of was how sLudenLs were quleL, respecLful, and seemlngly relucLanL Lo
answer. When a sLudenL dld declde Lo saLlsfy Lhe Leachers requesL for a response, Lhe answer
was lncorrecL, Lhe auLhor purposes LhaL Lhe sLudenL may have lnLenLlonally glven an lncorrecL
answer as a form of rebelllon. A deLalled explanaLlon of Lhe why sLudenL may be behavlng
rebelllously was provlded by Lhe auLhor from a 1anzanlan culLure perspecLlve.
1o go along wlLh Lhe example of Lhe Leacher- sLudenL lnLeracLlon Lhe auLhor wenL on Lo
dlscuss Lhe lmporLance and meanlngs of Lhe sLudenL's names and how someLlmes sLudenLs
Lend Lo conform Lo Lhelr name once lL ls glven Lo Lhem. AnoLher polnL of dlscusslon by Lhe
auLhor was Lhe grafflLl lnslde Lhe classroom and her LhoughLs abouL how she came Lo
undersLand whaL lL meanL.
A person who has spenL any lengLh of Llme ln a 1anzanlan classroom has wlLnessed Lhe
examples LhaL Lhe auLhor has referred Lo ln Lhe arLlcle. WhaL was lnLeresLlng was her
perspecLlve and how she deducLed her concluslons abouL whaL was really Lransplrlng.
orLfollo M1P 496 13

1he arLlcle ended up belng a loL more abouL culLure Lhan how Lhe Leacher lnsLrucLed Lhe
class. 1hus someone who was Lo wrlLe a reporL on sLudenLs' behavlor and how Lhelr culLure
affecLs lL would be beLLer sulLed Lo read Lhls arLlcle LhaL someone who ls wrlLlng a paper abouL
lnsLrucLlonal meLhods.
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1he auLhors of Lhls arLlcle compared and conLrasLed Lhe Leachlng sLyles of Leachers from
Lwo dlfferenL counLrles. ConcepLual knowledge and lLs lmporLance was mosL of Lhe
lnLroducLlon wlLh Lhe arLlcle referenclng Lhe unlLed SLaLes and !apan as Lwo counLrles LhaL are
evolvlng Lhelr maLhemaLlcs' educaLlonal sysLems Lo sLress Lhe need of LhaL Lype of knowledge.
1he Lwo counLrles LhaL ended up belng compared was 1anzanla and !apan, wlLh 1anzanla
represenLlng Lhe oLher end of Lhe specLrum compared Lo concepLual knowledge.
1he Leacher from 1anzanla was undereducaLed and dld noL recelve as much professlonal
Lralnlng compared Lo Lhe Leacher from !apan, who was consldered an exemplary lnsLrucLor.
1he sLudy compared Lhe lesson plans from Lhe respecLlve Leachers and Lhen raLed Lhem based
on Lypes of lnLeracLlons wlLhln Lhe lesson and promoLlon of Lhlnklng.
8oLh Lhe resulLs from Lhe sLudy and Lhe concluslon of Lhe arLlcle agree LhaL Leachers
who are well supporLed ln Lhe realm of concepLual educaLlon ouLperform Leachers who have
less supporL. 1he auLhors wenL on Lo surmlse ln Lhelr concluslon LhaL maLhemaLlcs educaLlon ln
1anzanla ls deLerloraLlng and wlll conLlnue Lo unless more supporL ls provlded.
orLfollo M1P 496 16

When looklng aL Lhe sLudy descrlbed ln Lhe arLlcle one would have Lo ask Lhemselves
why Lhe sLudy would pln an overachlevlng Leacher agalnsL a medlocre aL besL Leacher. 1he
answer Lhe auLhors gave was Lo provlde an example of how maLhemaLlcs should be LaughL
compared Lo how lL ls normally LaughL ln 1anzanla. 1o me Lhls reasonlng ln a way dlmlnlshes
Lhe valldlLy of Lhe arLlcle because Lhe arLlcle lacked Lhe supporLlng lnformaLlon LhaL Lhe
represenLaLlve Leacher from 1anzanla characLerlzed Lhe ma[orlLy of maLh Leachers ln Lhe
counLry.
CerLaln secLlons from Lhe arLlcle would be useful for someone researchlng concepLual
Leachlng ln maLhemaLlcs and Lhe Lheory behlnd lL. Cne plece of vlsual lnformaLlon wlLhln Lhe
arLlcle LhaL could be useful was a veln-dlagram whlch dlsplayed four lnLeracLlons beLween Lhe
Leacher, sLudenLs and maLerlal.
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1hls arLlcle examlnes Lhe pressures Lo reform educaLlon ln 1anzanla and mosL lf noL all
of Afrlca. 1he arLlcle was wrlLLen from Lhe perspecLlve of a vlslLlng professor aL a Leacher
college unlverslLy. WlLhln Lhe arLlcle Lhe auLhor deLalls how her oplnlon of whaL an excellenL
Leacher" enLalls.
AL Lhe beglnnlng of her 10.3 monLhs ln 1anzanla Lhe professor held Lhe oplnlon LhaL a
soclal consLrucLlvlsL Leacher ls an excellenL Leacher". And LhaL Lhe meanlng of excellenL
Leacher" was along Lhe guldellnes of whaL Lhe lnLernaLlonal communlLy Lhlnks a Leacher and
Lhelr pedagogles should be. ln conLrasL Lo her lnlLlal oplnlon, Lhe vlslLlng professor Lhrough
orLfollo M1P 496 17

classroom dlscusslons and observaLlons of her sLudenLs performlng as Leachers developed Lhe
followlng argumenL. 1haL lnsLead of Lhe lnLernaLlonal communlLy requlrlng sLrlcL soclal
consLrucLlvlsL pracLlces ln secondary schools, Lhey should apply a concepL of conLlngenL
consLrucLlvlsm, whlch should lncrease Lhe scope of pedagoglcal pracLlces.
1he arLlcle presenLed examples of overcrowded classrooms and absence of sound
barrlers as obsLacles of lmplemenLlng soclal consLrucLlvlsL pracLlces ln secondary schools.
CLher obsLacles clLed were Lhe Lralnlng of Leachers LhaL were belng called Lo work afLer belng
Lralned/ educaLed for one or Lwo years aL Llmes. 1he lssue wlLh noL only Lhe shorL Llme ln
whlch Leachers were learnlng Lo be Leachers was Lhe facL LhaL Lhelr whole llves Lhey were
sub[ecLed Lo classrooms ln whlch meLhods were used Lo Leach Lhem opposlLe of how Lhey were
belng Lralned Lo Leach.
As someone who has experlenced Leachlng ln a 1anzanlan school Lhls arLlcle ls lncredlbly
parallel Lo my experlence and Lhus ln my oplnlon exLremely credlble. l found humor ln Lhe
auLhor's concluslon when she recommended Lhe experLs Lo Leach ln an overcrowded,
undersupplled classroom Lo galn a llLLle appreclaLlon for whaL a Leacher-cenLered classroom
can sLlll provlde. 1hls resource ls a valuable asseL ln wrlLlng abouL educaLlonal reform ln
1anzanla due Lo lLs lnLlmaLe perspecLlve of Lheory versus reallLy.
27% M#&%I030E8% C+#N O%$;%%# M#$%88%/$*08 0#1 BI+3+$*08 F"350$+"# +#
M#1+9%#"*& P#";8%19% 0#1 (1*/0$+"#6 ? !0&% B$*1, +# 20#G0#+0
1he precedlng LlLle ls a chapLer ouL a volume LlLled WhaL ls lndlgenous knowledge?
volces from Lhe academy". ln Lhls chapLer Lhe auLhor's goals are Lo lnform people of and ald ln
orLfollo M1P 496 18

Lhe sLudy of lndlgenous knowledge and also Lo show LhaL Lhe sLudles of lndlgenous knowledge
have correlaLlons Lo currenL academlc sysLems.
1he lndlgenous knowledge perLalnlng Lo Lhls chapLer comes from 1anzanla and more
speclflcally Lhe Chagga Lrlbe. 1he chapLer was broken lnLo Lhree dlfferenL secLlons: Pow Lhe
Chagga's vlew people, Lhe unlverse and how Lhey relaLe, how Lhe Chagga Lhlnk chlldren should
be LaughL or ralsed, and uslng Lhe flrsL Lwo secLlons Lhe auLhor summarlzed guldellnes Lo a
hollsLlc educaLlonal programs".
Cn Lop of Lhe Chagga's vlew of people and Lhe unlverse, secLlon one elaboraLed on Lhe
Chagga's bellef of uevlne MysLery Lo glve Lhe basls of Lhelr vlew polnLs. lndlgenous knowledge
was credlLed for Lhese bellefs whlch seL Lhe basls for Lhelr eLhlcs and morals. SecLlon Lwo
presenLed Lo Lhe reader how Chagga chlldren do noL learn lnLellecLual knowledge and splrlLual
knowledge separaLely. 1o separaLe lnLellecLual from splrlLual learnlng would be lnconcelvable
Lo Lhem. 8rlnglng LogeLher Lhe ldeas from Lhe flrsL Lwo secLlons and how lndlgenous
knowledge creaLes a more hollsLlc learnlng sysLem Lhe auLhor clLes examples of unlverslLles and
how Lhey Loo are prlorlLlzlng a hollsLlc learn approach above an lnLellecLual emphaslzed
currlculum.
1hls plece of wrlLlng Lended Lo focus more on blaslng Lhe reader Lowards lLs ldea of Lhe
hollsLlc" approach Lo educaLlon. 1he lnformaLlon abouL Lhe Chagga Lrlbe presenLed seemed
relevanL and accuraLe buL when Lhe comparlson was made Lo wesLern forms of educaLlon Lhe
wrlLlng used old deflnlLlons of educaLlon and educaLe Lo sLake Lhe clalm of how currenL
educaLlon reform ls necessary. lor research perLalnlng Lo currenL 1anzanla educaLlon sysLems
orLfollo M1P 496 19

Lhls arLlcle was noL much help compared Lo Lhe lnformaLlon someone can obLaln as Lo why and
how Chagga people developed Lhelr moral code.

orLfollo M1P 496 20

Kelsey Johnson
Tanzania Lesson Plans

The following lesson plans are those I have created and used in my classes I taught at
Tetra Lutheran Secondary School. The standards that are used for the six Tanzania Lesson
Plans are from the booklet of standards listed in the United Republic of Tanzania Ministry of
Education Syllabus for Mathematics for Forms I-IV. The last three lessons are lessons I have
completed in Africa, but are modified to the way I would teach them here in the U.S. I chose my
lessons on Simplifying Algebraic Expressions, Sine, Cosine, and Tangent, and my lesson on the
Unit Circle. These three are completed for a mathematics class that I could be able to teach in a
school today in the U.S. and the standards I had chosen to accompany my lesson plans are
from the Common Core State Standards.

orLfollo M1P 496 21

Lesson One: Simplifying Algebraic Expressions
8|g |dea of the
|esson or
mathemat|ca|
concept:
SLudenLs wlll learn abouL .
S|mp||f|cat|on of A|gebra|c Lxpress|ons
Spec|f|c Learn|ng
Cutcomes:

8y Lhe end of Lhls lesson sLudenLs wlll be able Lo . whaL ls lL LhaL
you wanL
sLudenLs Lo know and undersLand as a resulL of Lhls lesson?

My goa| |s for students to be ab|e to s|mp||fy a|gebra|c
express|ons, d|st|ngu|sh between un]||ke terms, and coeff|c|ents.

Standards the
|esson addresses
7.1 Algebraic Operations

What def|n|t|ons,
concepts, or |deas
do students need
to know |n order to
beg|n to work on
the task?
1o know what a coeff|c|ent |s, and un]||ke terms. 1hey must know
how to add and subtract numbers.

What
m|sconcept|ons
m|ght students
have? What errors
m|ght students
make? What m|ght
be prob|emat|c for
students? What
m|ght you do to
address th|s?
SLudenLs may noL add, subLracL, or mulLlply correcLly. 1hey may do
lncorrecL operaLlons wlLh Lhe Lerms and coefflclenLs, for example
Lhey may add 4p+2w and resulL wlLh 6pw. SLudenLs may have a
hard Llme dlsLlngulshlng beLween x+x= 2x and noL x
2
WhaL we
would do Lo help sLudenLs would be Lo dlscuss Lhe deflnlLlon of llke
and unllke Lerms and we can dlscuss Lhe dlfferences beLween 2x
and x
2
and how you can derlve boLh from dlfferenL problems.
now w||| you
|ntroduce students
to the act|v|ty so as
not to reduce the
demands of the
task? What w||| you
hear that |ets you
know students
understand the
task? now w||| you
engage the
students |n the
|esson?

lL wlll be easy Lo creaLe sLory problems Lo express Lerms. We wlll
walk around Lhe room Lo see Lhe sLudenLs work and look for
undersLandlng ln Lhelr work. We wlll engage Lhe sLudenLs by
maklng sLory problems and asklng Lhem quesLlons. We wlll be uslng
A8Cu cards for sLudenLs Lo use Lo creaLe a fun way of LesLlng Lhelr
knowledge.

orLfollo M1P 496 22

What quest|ons
w||| you ask
students who are
strugg||ng?

wbot ote tbe llke tetms? wbot ls tbe votloble? wbot ote tbe
coefflcleots?
What quest|ons
w||| you ask
students who are
"gett|ng |t"?

WhaL lf....? (maklng harder quesLlons dependlng on Lhe sLudenLs)
WhaL lf Lhe problem conLalned an x
2
+x? WhaL would Lhe answer
be? Why?
Learn|ng Act|v|t|es (|n order)
WhaL wlll Lhe sLudenLs and you do and ln whaL order?

- Cover Lhe deflnlLlons of coefflclenLs and Lerms
- Addlng/subLracLlon llke Lerms (revlew x Llmes x = x squared) as well as expresslons LhaL
can and cannoL be slmpllfled
- 1ry mulLlple cholce quesLlons wlLh Lhe A8Cu cards Lo LesL Lhelr undersLandlng
- Cover whaLever else ls sLlll confuslng and answer any quesLlons

kesources needed ] used
WhaL wlll you need Lo Leach Lhls unlL and whaL wlll your sLudenLs need Lo be able Lo
learn?

We wlll need A8Cu sheeLs for each sLudenL, Lhe book, and answers for Lhe quesLlons LhaL
wlll be asked.

Assessment
1asks and
Cr|ter|a:

WhaL are Lhe Lasks LhaL Lhey wlll do LhaL are assessable? WhaL are
your assessmenL crlLerla? WhaL wlll you see or hear LhaL leLs you know
LhaL sLudenLs ln Lhe class undersLand Lhe concepLs LhaL you lnLended
for Lhem Lo learn?

We wlll presenL Lhe examples from Lhe book. We wlll know sLudenLs
undersLand Lhe maLerlal when Lhey glve us A8Cu cards. lf Lhey choose
Lhe correcL card Lhen we wlll know Lhey undersLand. We wlll walk
around Lhe room and check sLudenL's work. We wlll be able Lo see
who ls undersLandlng and who ls sLruggllng. We wlll Lhen help Lhose
who are havlng a harder Llme and help Lhem reach Lhe level of
undersLandlng Lhey need Lo be aL ln order Lo move on.

Iuture p|ans: WhaL wlll you do Lomorrow LhaL wlll bulld on Lhls?

1he nexL Loplc wlll be mulLlpllcaLlon and dlvlslon of expresslons, and
laLer, subsLlLuLlon.

orLfollo M1P 496 23

Reflection: Kelsey
The introduction to this topic went smoothly and, since the class is so small, it
was easy to see who was understanding and who was not. All students participated
when asked questions. The class seemed to answer as a whole when we asked for the
answer to the problems on the board. They took to the ABCD card game very well.
They seemed to enjoy using the cards and it was easy for us to see who was
understanding the new material and who was not. We spent time going over problem
after problem and discussed why the answer was the one they chose, and why the
other options were incorrect. Using the ABCD cards seemed to be very effective since
we were able to notice who was getting the correct answers and who was not. Nothing,
I noticed, from this lesson did not go over well. By the end of the day all of the students
showed that they were ready to move on to the next lesson on multiplication and
division. If I were to teach this lesson again I would do it the same way and possibly try
to engage the students even more by having them come to the board and solve the
problems themselves. That way the entire class can help one another and I can tell who
is understanding and who is not and what there is for me to cover over again to help
students feel comfortable enough in the material to move on to the next lesson.

orLfollo M1P 496 24

Lesson Two: Sine, Cosine, and Tangent
8|g |dea of the |esson or
mathemat|ca| concept:

Students w||| |earn how to f|nd the s|ne, cos|ne, and tangent
va|ues of a part|cu|ar ang|e on a r|ght tr|ang|e.
Spec|f|c Learn|ng
Cutcomes:

you wanL
Students w||| be ab|e to |dent|fy the s|n, cos, and tan of an ang|e
on a r|ght tr|ang|e. 1hey w||| a|so be ab|e to f|nd a m|ss|ng s|de
|ength by us|ng the ythagorean theorem.

Standards the |esson
addresses
9.1 Trigonometric Rations

What def|n|t|ons,
concepts, or |deas do
students need to know
|n order to beg|n to
work on the task?

Students w||| need to know the rat|os for s|ne, cos|ne, and
tangent. 1hey w||| need to have understand|ngs of r|ght tr|ang|es
and how to use the ythagorean theorem to he|p so|ve for m|ss|ng
s|de |engths.

What m|sconcept|ons
m|ght students have?
What errors m|ght
students make? What
m|ght be prob|emat|c
for students? What
m|ght you do to
address th|s?
Whlle worklng wlLh sln, cos, and Lan, lL wlll be very easy Lo confuse
whlch one represenLs whlch raLlo. 1o address Lhls l wlll revlew Lhe
raLlos wlLh Lhe sLudenLs and show Lhem SCPCAP1CA (Lhe way we
were LaughL). 1hey also may have a hard Llme ldenLlfylng Lhe
hypoLenuse. lor Lhls mlsconcepLlon l wlll show Lhem Lhe
hypoLenuse ls always across from Lhe rlghL angle of Lhe Lrlangle,
and wlll noL change when Lrylng Lo solve Lhls cos, sln, and Lan of Lhe
oLher Lwo angles of Lhe Lrlangle.
now w||| you |ntroduce
students to the act|v|ty
so as not to reduce the
demands of the task?
What w||| you hear that
|ets you know students
understand the
task? now w||| you
engage the students |n
the |esson?

l wlll lnLroduce Lhe acLlvlLy by revlewlng slne, coslne, and LangenL.
1hey have learned Lhem once before, so a qulck revlew wlll only be
beneflclal for Lhe sLudenLs. WhaL l wlll hear ls sLudenLs answerlng
my quesLlons abouL whaL slne equals, coslne equals, and LangenL
equals. l wlll have sLudenLs be engaged by asklng quesLlons LhaL
make Lhem Lhlnk, l wlll have Lhem compleLe problems, and have
sLudenLs come Lo Lhe board Lo show Lhelr work Lo Lhe oLher
sLudenLs.

orLfollo M1P 496 23

What quest|ons w||| you
ask students who are
strugg||ng?

now JlJ yoo qet to tbot ooswet? wbot ls sloe/cosloe/tooqeot?
wbete ls tbe bypoteoose/oJjoceot/opposlte slJe?

"gett|ng |t"?

WhaL lf lL was Lhe coslne/slne/LangenL of LhaL angle, whaL would
Lhe answer be Lhen?" WhaL lf Lhe hypoLenuse was.. how would
LhaL change Lhe answer?"

8evlew slne, coslne, and LangenL and Lhelr raLlos
Co Lhrough Lhe exerclses ln Lhe book (1 Lhrough 9)
1ake Llme Lo answer quesLlons
WhaL wlll you need Lo Leach Lhls unlL and whaL wlll your sLudenLs need Lo be able Lo learn?

All l wlll need ls Lhe blackboard and chalk. SLudenLs wlll need Lhelr books, lf Lhey have Lhem,
and Lhelr noLebooks and pens.

Assessment 1asks and
Cr|ter|a:

your assessmenL crlLerla? WhaL wlll you see or hear LhaL leLs you
know LhaL sLudenLs ln Lhe class undersLand Lhe concepLs LhaL you
lnLended for Lhem Lo learn?
l wlll be walklng around Lhe classroom checklng Lhe sLudenL's work
and Lo help Lhose who are sLruggllng. SLudenLs wlll work on
problems LogeLher and alone, and wlll be comlng up Lo Lhe board Lo
Leach each oLher how Lhey recelved Lhelr answers.


1o bulld on Lhls l plan on deflnlLely revlewlng and movlng on Lo
LrlgonomeLrlc raLlos for speclal angles (0,30,43,60, and 90) as well
as Lhe unlL clrcle.

orLfollo M1P 496 26

Reflection:
Students took their time learning this material. They were having problems with
memorizing SOHCAHTOA. They enjoyed that I showed them the concept of
SOHCAHTOA, since their actual teacher just wanted them to memorize the
trigonometric ratios. By the end of the class time they had all shown me they had
learned the material, but the only problem will be them remembering everything they
learned, therefore I will review what we had covered so that they have a chance to
remember/relearn the material, since we will be building off this knowledge for the rest
of the section. What went well was having the students come up to the board to show
us their work. Students liked having the class clap for them when they completed their
problem and I was able to tell who was understanding the material this way. There did
not seem to be any issues with this lesson, the only problem I think that may occur is
the students forgetting what was taught today, so I will be cautious to review every day I
get to teach Form II. If I were to teach this lesson again I would incorporate the use of
real life context, that way students can see the importance of learning sine, cosine, and
tangent.
orLfollo M1P 496 27

Lesson Three: The Unit Circle
8|g |dea of the |esson
or mathemat|ca|
concept:

1he un|t c|rc|e, how to construct |t, |t's |mportance, and how we
f|nd the s|ne, cos|ne, and tangent rat|os by us|ng the c|rc|e.
Spec|f|c Learn|ng
Cutcomes:

you wanL
8y the end of the |esson my goa| to have a|| the students be ab|e
to reference the un|t c|rc|e to he|p them w|th remember|ng the
tr|gonometr|c rat|os.

addresses

Since the Ministry of Education did not include any
reference to the unit circle there is no standards in
Tanzania that go along with this lesson.

What def|n|t|ons,
students need to
know |n order to
beg|n to work on the
task?
Students w||| need to remember the def|n|t|ons and rat|os of s|ne,
cos|ne, and tangent that they have been |earn|ng th|s past week.

What m|sconcept|ons
What errors m|ght
students make? What
for students? What
m|ght you do to
address th|s?
SLudenLs wlll obvlously geL Lhe raLlos for Lhe LrlgonomeLrlc
funcLlons confused, and LhaL ls perfecLly normal. WhaL l wlll do ls
really help Lhem remember LhaL Lhe unlL clrcle ls belng LaughL Lo
Lhem so Lhey can reference lL when Lhey do noL remember Lhe
raLlos for Lhe funcLlons.
now w||| you
|ntroduce students to
the act|v|ty so as not
to reduce the
What w||| you hear
that |ets you know
students understand
the
task? now w||| you
engage the students
|n the |esson?
l wlll consLrucL Lhe unlL clrcle and explaln Lhe lmporLance lL has
when we are dlscusslng Lhe LrlgonomeLrlc funcLlons. SLudenLs wlll
be able Lo caLch on Lo consLrucLlng Lhe clrcle and wlll hopefully
work LogeLher wlLh me Lo compleLe lL. l wlll ask sLudenLs quesLlons
such as, whaL ls Lhe LangenL of 90 degrees? 1o see lf sLudenLs are
followlng me or are compleLely losL. l wlll have sLudenLs come Lo
Lhe board and help me compleLe Lhe clrcle so l can see lf Lhey are
undersLandlng Lhe maLerlal or noL.

orLfollo M1P 496 28

What quest|ons w|||
you ask students who
are strugg||ng?
l wlll osk stoJeots wbo ote sttoqqlloq poestloos llke, wbot ls
sloe/cosloe/tooqeot? l wlll osk tbem to polot oot oo tbe oolt cltcle
wbete tbe tlqbt ttlooqle ls ooJ wblcb ooe Jo tbey oeeJ to be lookloq
ot. l wlll osk tbem to sbow me bow tbey ote floJloq tbe totlos, to see
lf tbey ote Joloq sometbloq locottect. l wlll osk tbem to teclte tbe
totlos fot eocb fooctloo to see wblcb tbey ote sttoqqlloq wltb.

What quest|ons w|||
you ask students who
are "gett|ng |t"?

l wlll ask Lhem Lo Lell me Lhe slne, coslne, and LangenL of 210
degrees, and oLher large degrees Lo see lf Lhey can use Lhelr unlL
clrcle Lo flnd Lhe answers. lf Lhey can do Lhls successfully l wlll ask
Lhem Lhe same Lype of quesLlons buL wlLh even larger degrees, such
as 340 degrees.

we wlll revlew Lhe Lrlg funcLlons LaughL earller
we wlll dlscuss Lhe unlL clrcle and lLs lmporLance
we wlll creaLe a unlL clrcle on Lhe board
l wlll ask sLudenLs quesLlons and problems Lo solve uslng Lhe unlL clrcle


l wlll need chalk for Lhe board and my noLes on Lhe unlL clrcle. SLudenLs wlll need Lhelr
noLebooks and pens for Lhls lesson.

Cr|ter|a:


WhaL l wlll see ls sLudenLs who are creaLlng Lhe unlL clrcle correcLly
and answerlng my quesLlons. 1hey wlll show me Lhey undersLand
by solvlng Lhe problems l glve Lhem correcLly and Lhose who do wlll
come up Lo Lhe board and show Lhe resL of Lhe class how Lhey solve
Lhe problem.

orLfollo M1P 496 29


l wlll revlew Lhls maLerlal and go over new problems LhaL are real-
llfe conLexL for sLudenLs Lo see lmporLance ln whaL Lhey are
learnlng. l wlll creaLe my own problems for Lhem Lo solve and
hopefully Lhey wlll use whaL Lhey learn from Lhls lesson Lo help
Lhem wlLh Lhese problems.

Reflection:
This lesson was a difficult one to do since there are not many resources for
students to use to help them understand the material. Having worksheets with a blank
unit circle would have been helpful since drawing a perfect circle takes a long time and
many students neglected to take notes during my lesson since it is not in the book or
anything they would be learning if I were not there. Students were not taking the lesson
seriously and were not participating like they had before. I believe the content of todays
lesson was hard for them to understand since it is very difficult to draw a unit circle on a
chalkboard. The time we had was an issue since drawing the circle took so long it cut
back the time I had planned for problems. Students were not catching on a quickly as
they had before, so I spent a long time explaining the circle and how we find our right
triangles. If I were to teach this lesson over again I would have brought in perfect circles
for the students to use instead of having them draw one in their notes. That way I could
have get further in my lesson and not have it take two class periods to complete.

orLfollo M1P 496 30

Lesson Four: Multiplication and Division of Algebraic Expressions
8|g |dea of the
|esson or
mathemat|ca|
concept:
Mu|t|p||cat|on and d|v|s|on of a|gebra|c express|ons.
Spec|f|c Learn|ng
Cutcomes:

you wanL

My goa| |s for students to be ab|e to use mu|t|p||cat|on and
d|v|s|on to s|mp||fy a|gebra|c express|ons.

Standards the
|esson addresses

What def|n|t|ons,
concepts, or |deas
do students need
to know |n order to
beg|n to work on
the task?
1hey w||| need to remember what a coeff|c|ent |s, and un]||ke
terms. 1hey must know how to correct|y mu|t|p|y and d|v|de.

What
m|sconcept|ons
m|ght students
have? What errors
m|ght students
make? What m|ght
be prob|emat|c for
students? What
m|ght you do to
address th|s?
SLudenLs may noL mulLlply or dlvlde correcLly, whlch ls
undersLandable. l wlll help Lhem as much as l can Lo mulLlply and
dlvlde llke Lerms correcLly. SLudenLs may geL confused when
mulLlpllcaLlon can occur wlLh any Lerms no maLLer lf Lhey are llke or
unllke and dlvlslon can only occur when Lhe Lerms are llke. 1o help
sLudenLs wlLh Lhls l wlll Lry Lo creaLe real llfe conLexL Lo Lhe
problems so Lhey wlll undersLand we can only dlvlde by Lhe same
Lerm.
now w||| you
|ntroduce students
not to reduce the
demands of the
task? What w||| you
hear that |ets you
know students
understand the
task? now w||| you
engage the
students |n the
|esson?
l wlll Leach Lhem Lhe maLerlal sLralghL from Lhe LexLbook slnce
many of Lhe sLudenLs ln lorm l have Lhe book. l wlll have sLudenLs
come Lo Lhe board Lo show Lhelr work on parLlcular problems and
explaln Lo Lhe class how Lhey goL Lhelr answer. 1hls ls a way for me
Lo see who undersLands Lhe maLerlal. l wlll engage Lhe class ln Lhls
lesson by asklng Lhem quesLlons and havlng Lhem work ln Leams Lo
answer Lhem. l wlll have sLudenLs Leach Lhe class when Lhey solve a
problem correcLly, LhaL way Lhe oLher sLudenLs can see how each
oLher are dolng and help one anoLher ouL. 1hls ls a way Lo geL Lhem
all Lalklng abouL Lhe maLerlal wlLh each oLher, raLher Lhan dolng
Lhelr work sllenLly.
orLfollo M1P 496 31

What quest|ons
w||| you ask
students who are
strugg||ng?

wbot ote tbe llke tetms? wbot coo we JlvlJe lo tbls exptessloo? coo
we moltlply/JlvlJe tbese tetms?

What quest|ons
w||| you ask
students who are
"gett|ng |t"?

l wlll ask Lhem Lo explaln Lo me how Lhey came Lo Lhelr answers,
LhaL way l can have Lhem Lalk abouL Lhelr work and posslbly have
Lhem help oLhers who are sLruggllng. l wlll ask Lhem Lo solve
problems LhaL are sllghLly harder or Lrlck problems where Lhere ls
noL way Lo slmpllfy Lhe expresslon.
we wlll revlew llke and unllke Lerms
l wlll dlscuss how Lo mulLlply and dlvlde expresslons
l wlll go over problems from Lhe LexL and lnLegraLe my own problems l have
creaLed
sLudenLs wlll come Lo Lhe board Lo show Lhelr work
sLudenLs wlll be asslgned homework problems due Lomorrow

learn?

All l wlll need for Lhls lesson ls Lhe LexLbook and Lhe chalkboard. SLudenLs wlll need Lhelr
books, noLebooks and pens.

Assessment 1asks
and Cr|ter|a:


When sLudenLs come Lo Lhe board, and whlle l walk around, l wlll
be able Lo asses Lhe sLudenLs and see lf Lhey undersLand. l wlll have
Lhe sLudenLs explaln Lhe process Lhey used Lo come Lo Lhe answer
and share LhaL wlLh Lhe class so sLudenLs can see whaL Lhelr peers
are dolng Lo solve Lhe problems.


1omorrow l plan on lnLroduclng formlng equaLlons and solvlng for
one unknown.

orLfollo M1P 496 32

Reflection:
The lesson today went by really fast. Each student caught on to the material
quickly and were all doing well. Having the students come to the board and explain their
process of solving the problems worked very well since I could see some students have
ah ha! moments. After solving the fifth problem I could see that the students were all
understanding and were ready to move on to the next lesson. I had not planned on this
lesson taking such a short amount of time, so I did not have anything prepared for them
for the next lesson, so I was able to spend time just chatting with the students and
getting to know them better. I did assign homework problems, but the majority of
students finished them within ten minutes of assigning them. It was real nice to see that
the students finished their homework and were concerned if they completed it correctly
so they had me check each and ever problem. If I were to teach this lesson again I
would create a worksheet with some story problems for students to work on, since the
problems from the book seemed to be too simple. That way students can see that what
they are learning is important and is used in everyday life.

orLfollo M1P 496 33

Lesson Five: Forming Equations and Solving for One Unknown
8|g |dea of the
|esson or
mathemat|ca|
concept:
now to form a|gebra|c equat|ons and how to so|ve them for one
unknown var|ab|e.
Spec|f|c Learn|ng
Cutcomes:

you wanL
8y the end of th|s |esson I wou|d ||ke for students to be ab|e to
create equat|ons from a g|ven context. I wou|d a|so ||ke to see the
students be ab|e to so|ve the equat|ons for one unknown var|ab|e.

Standards the
|esson addresses

What def|n|t|ons,
concepts, or |deas
do students need
to know |n order to
beg|n to work on
the task?
Students w||| need to know the d|fference between an equat|on
and an express|on. 1hey w||| need to know the mean|ng of the
words sum, d|fference, t|mes reduced, |ncreased, and decreased.

What
m|sconcept|ons
m|ght students
have? What errors
m|ght students
make? What m|ght
be prob|emat|c for
students? What
m|ght you do to
address th|s?
SLudenLs may noL be able Lo read Lhe conLexL and undersLand whaL
lL ls saylng. l wlll help sLudenLs wlLh Lhls by ldenLlfylng key words
Lhey need Lo look for such as sum, dlfference, Llmes, reduced,
lncreased, and decreased. 1hey wlll need Lo know how Lo LranslaLe
Lhese words lnLo maLhemaLlcal symbols such as x, +, and -. lf
sLudenLs sLruggle wlLh Lhese words l wlll explaln Lo Lhem whaL Lhey
mean and how Lhey are LranslaLed lnLo maLh.
now w||| you
|ntroduce students
not to reduce the
demands of the
task? What w||| you
hear that |ets you
know students
understand the
task? now w||| you
engage the
students |n the
|esson?

Whlle golng Lhrough Lhe problems from Lhe book l wlll be able Lo
look as sLudenLs work Lo see lf Lhey undersLand. l wlll have sLudenLs
come Lo Lhe board and show Lhelr work for problems Lhey have
compleLed and explaln Lo Lhe class how Lhey reached Lhelr answers.
l wlll engage sLudenLs lnLo Lhls lesson by asklng Lhem quesLlons, llke
whaL does lncrease mean?" and l wlll have Lhem work LogeLher Lo
solve Lhe problems.
orLfollo M1P 496 34

What quest|ons
w||| you ask
students who are
strugg||ng?

l wlll osk tbem wbot tbe wotJs tbey ote sttoqqlloq wltb meoo, l wlll
osk tbem poestloos teloteJ to tbe cootext of tbe ptoblems llke, bow
ls Moty? lf tbey ote sttoqqlloq wltb solvloq tbe epootloos l wlll osk
tbem wbot tetm ote we solvloq fot? wbot ls tbe fltst step? wby ls
tbot oot fltst step? coo we solve tbe ptoblem lo o Jlffeteot woy?
What quest|ons
w||| you ask
students who are
"gett|ng |t"?
l wlll ask sLudenLs who are geLLlng lL quesLlons llke, WhaL lf
(dependlng on Lhe conLexL) Mary was Len years older Lhan her
broLher, how would LhaL change our soluLlon?" Cr l would ask, Can
you Lhlnk of anoLher way Lo solve for LhaL problem?" Can you
explaln how you goL LhaL answer and why lL ls correcL?"

we wlll revlew yesLerday's maLerlal on mulLlpllcaLlon and dlvlslon
we wlll begln wlLh Lhe formulaLlon of equaLlons wlLh Lhe conLexLs
afLer sLudenLs wlll begln Lhe homework
afLer 40 mlnuLes we wlll begln Lhe secLlon on solvlng for one unknown
sLudenLs wlll recelve a worksheeL l creaLed Lo Lake home Lo do for homework
learn?

l wlll need Lhe LexLbook, chalk, and Lhe worksheeL l have creaLed. 1he sLudenLs wlll need
Lhelr books, Lhelr noLebooks, and pens.

Assessment 1asks
and Cr|ter|a:


Assesslng Lhe sLudenLs wlll be whaL l normally do. l wlll have Lhe
sLudenLs come Lo Lhe board and show and explaln how Lhey
reached Lhelr answers. l wlll also be walklng around Lhe room whlle
Lhe sLudenLs are worklng Lo see lf Lhey undersLand.


l wlll nexL lnLroduce fracLlons lnLo our equaLlons. A revlew on
fracLlons may be necessary before movlng onLo Lhe nexL secLlon.

orLfollo M1P 496 33

Reflection:
My Form I students seem to really enjoy learning new mathematics. They
understand this material very well and they enjoyed the worksheet I handed them at the
end of the class. I saw a few students later in the day with the worksheet completed and
wanted me to grade them on the spot. Going over the words like sum, increase,
decrease, times, difference etc. seemed to be very helpful since students are still
learning English, so going over the meanings of these words again seemed to be very
helpful. Students also enjoyed having a worksheet, something they rarely get to do in
school. Students struggled the most with the contextual problems for forming equations.
They could form the equations just fine, but the words that were used were hard for
them and without my help explaining what they meant the students would not have
done very well. If I were to teach this lesson again I think I would have split it up into two
lessons. I think spending more time on helping students with the words in the story
problems took a long time and I wish I spent more time on helping them with their
English for these problems then moving on to solving equations. I had learned a lot from
these students today. I have learned that their English does need a lot of help, but they
show so much potential. My students are doing very well and have surprised me with
the speed they have been learning this material.

orLfollo M1P 496 36

Lesson Six: Bearings
!"# "%&' () *+&
,&--(. (/
0'*+&0'*"1',
1(.1&2*3
8earlngs

42&1")"1 5&'/.".#
67*1(0&-3
8e able Lo locaLe dlfferenL polnLs ln a 2-d plane wlLh glven axls,
angles and dlsLances.
4*'.%'/%- *+&
,&--(. '%%/&--&-
Bearings

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'-
%( -*7%&.*- .&&%
*( :.(; ". (/%&/ *(
<&#". *( ;(/: (.
*+& *'-:=
Vertex of an ang|e
1 revo|ut|on |s 360 degrees
D|rect|ons of North, South, Last, West
Cos|ne ku|e
S|ne ru|e

8+'*
0"-1(.1&2*"(.-
0"#+* -*7%&.*-
+'>&= 8+'* &//(/-
0"#+* -*7%&.*-
0':&= 8+'* 0"#+*
<& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'*
0"#+* ?(7 %( *(
'%%/&-- *+"-=
CalculaLlon errors
Mlx up Lwo dlfferenL meLhods. (all ang. lrom norLh vs. ang. from
souLh or norLh)
noL know coslne or slne rule

@(; ;",, ?(7
".*/(%71& -*7%&.*-
*( *+& '1*">"*? -( '-
.(* *( /&%71& *+&
%&0'.%- () *+&
*'-:= 8+'* ;",,
?(7 +&'/ *+'* ,&*-
?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7
&.#'#& *+&
-*7%&.*- ". *+&
,&--(.=

lnLroduce Lhe lesson as a geography lesson as well.
uraw 1anzanla on Lhe board, and ask sLudenLs Lo ldenLlfy oLher
clLles and Lhe angles beLween Lhose clLles and Arusha.

8+'* A7&-*"(.-
;",, ?(7 '-:
-*7%&.*- ;+( '/&
-*/7##,".#=
WhaL Lhey don'L undersLand
lf Lhey have Lrouble undersLandlng me

8+'* A7&-*"(.- lf Lhey wlll help Lhe sLudenLs who do noL undersLand.
orLfollo M1P 496 37

;",, ?(7 '-:
-*7%&.*- ;+( '/&
B#&**".# "*C=
Ask Lhem Lo use a dlfferenL meLhod and see lf Lhey geL Lhe same
answer.

5&'/.".# D1*">"*"&- E". (/%&/F
1. lnLroduce coordlnaLe plane
2. ueflne n, L, S, W as 0, 90, 180, 270 degs.
3. racLlce flndlng polnLs uslng flrsL meLhod (norLh as 0)
4. racLlce flndlng polnLs uslng second meLhod (norLh or souLh as 0 and lf Lhe pL. ls
easL or wesL)
5. Lxample 3 (3 clLles, 2 angles, 2 dlsLances)
G&-(7/1&- .&&%&% H 7-&%
1exLbook, Chalk, Chalkboard, CalculaLor for Lrlg
D--&--0&.* I'-:-
'.% J/"*&/"'3

SLudenLs wlll creaLe bearlngs for 4 polnLs. (no rlghL angles or 3
polnLs ln llne)
K7*7/& 2,'.-3 ulrecLlonal coslnes

Reflection:
Todays lesson on bearings went pretty well and students seemed to show
progress in their overall understanding of the new topic. Jeremy and I co-taught the
lesson and we worked well as a team. The most effective part of the lesson was when
we had to teach the north, south, east, and west directions on the coordinate plane and
how they corresponded to 0, 90, 180, 270, and 360 degrees. The first few problems we
introduced to the students they seemed to quickly understand. We ran into some trouble
when students did not remember the cosine rule. This was the part of the lesson that
did not go as planned, so helping the students remember the rule was challenging since
they seemed to forget what cosine was altogether. After getting through the cosine rule
we had time to begin one problem from the book. This problem we went over was long
and was based on real-life context. We began to walk the students through the problem
and helped them along the way. We walked around to room to assess the students
work and most were doing well. We ended up running out of time, so we assigned the
orLfollo M1P 496 38

problem as homework for the students to complete for tomorrow. If I were to teach this
lesson again I would not change it much. I think I would prepare more practice problems
for the students to complete before working on the problem we presented for the
students to finish for homework. It was a long problem to complete, so the more help
they receive before getting homework the better. Insight I gained from teaching this
lesson was that you must be prepared for unexpected confusion. We had no plans on
taking time to go over the cosine rule. So, for the future I will need to remember to be
sure I give myself extra time so that way if there is a problem that is unexpected I have
time to help students and refocus back onto the lesson plan.

orLfollo M1P 496 39

Lesson Seven: Simplifying Algebraic Expressions in the U.S.
Spec|f|c Learn|ng
Cutcomes:

you wanL


addresses
CCSS.Math.Content.HSA-SSE.A.1a Interpret parts of
an expression, such as terms, factors, and
coefficients.

CCSS.Math.Content.7.EE.A.1 Apply properties of
operations as strategies to add, subtract, factor,
and expand linear expressions with rational
coefficients.

What def|n|t|ons,
|n order to beg|n to work
on the task?
Students w||| need to know what a coeff|c|ent |s, and un]||ke
terms. 1hey must know how to add and subtract numbers.

What m|sconcept|ons
What errors m|ght
students make? What
m|ght be prob|emat|c for
students? What m|ght
you do to address th|s?
hard Llme dlsLlngulshlng beLween x+x = 2x and x !x = x
2
WhaL l
and unllke Lerms and we can cover Lhe dlfferences beLween 2x and
x
2
understand the
task? now w||| you
the |esson?
lor Lhls lesson sLudenLs wlll be worklng on Lhe Lrall worksheeL,
whlch asks Lhem Lo solve slmple algebralc expresslons. SLudenLs wlll
be worklng wlLh Lhelr Lable groups Lo compleLe Lhe worksheeL and l
wlll be walklng around Lhe room Lo see who needs help wlLh Lhe
new maLerlal and who ls undersLandlng. Pavlng a group acLlvlLy wlll
surely engage Lhe sLudenLs. l wlll be uslng examples LhaL Lhey can
relaLe Lo ln Lhe noLes, such as uslng money.
strugg||ng?
coefflcleots? wbot coo we oJJ/sobttoct/ toqetbet lo tbls
exptessloo? coo yoo cltcle tbe llke tetms? coo yoo cltcle tbe
orLfollo M1P 496 40

coefflcleots?

"gett|ng |t"?
l wlll ask Lhem quesLlons LhaL make Lhem prove Lo me LhaL Lhey are
fully undersLandlng, such as havlng Lhem explaln Lo me Lhe process
Lhey used Lo geL Lhe answer Lhey have. l wlll ask Lhem Lo Leach a
peer who may be sLruggllng and Lo help Lhem geL Lo Lhe level of
undersLandlng Lhey are aL. l can also creaLe more problems LhaL are
more compllcaLed for Lhose who feel Lhls maLerlal ls Loo easy.
flrsL we wlll dlscuss whaL Lhe meanlng of an expresslon ls, compared Lo an equaLlon
sLudenLs wlll Lhen learn whaL llke and unllke Lerms are
sLudenLs wlll compleLe Lhe Algebra Slmpllfylng 1rall worksheeL wlLh Lhelr groups
we wlll go over Lhe worksheeL as a class an dlscuss any mlsconcepLlons
sLudenLs wlll be asslgned homework problems from Lhe book

1he resources l wlll need lnclude a whlLe board, a compuLer, a pro[ecLlon sysLem, my
owerolnL noLes on slmpllfylng algebralc expresslons, and Lhe Lrall worksheeL. SLudenLs wlll
need Lhelr noLebooks and penclls, as well as Lhelr LexLbook for Lhe homework.

Cr|ter|a:


SLudenLs wlll be compleLlng a worksheeL LhaL l wlll be able Lo walk
around Lhe room and answer any quesLlons sLudenLs may have. l
wlll be looklng aL Lhelr work and seelng lf Lhey undersLand Lhe
maLerlal or noL.


orLfollo M1P 496 41

Lesson Eight: Sine, Cosine, and Tangent in the U.S.

Students w||| |earn how to f|nd the s|ne, cos|ne, and tangent
va|ues of a part|cu|ar ang|e on a r|ght tr|ang|e.
Spec|f|c Learn|ng
Cutcomes:

you wanL
Students w||| be ab|e to |dent|fy the s|ne, cos|ne, and tangent of
an ang|e on a r|ght tr|ang|e. 1hey w||| a|so be ab|e to f|nd a m|ss|ng
s|de |ength by us|ng the ythagorean theorem.

addresses
CCSS.Math.Content.8.G.B.7 Apply the Pythagorean
Theorem to determine unknown side lengths in
right triangles in real-world and mathematical
problems in two and three dimensions.
NCTM standard: Use trigonometric relationships to
determine lengths and angle measures.

What def|n|t|ons,
|n order to beg|n to
work on the task?
Students w||| need to know the rat|os for s|ne, cos|ne, and
tangent. 1hey w||| need to have understand|ngs of r|ght tr|ang|es
and how to use the ythagorean theorem to he|p so|ve for m|ss|ng
s|de |engths.

What m|sconcept|ons
What errors m|ght
students make? What
for students? What
m|ght you do to
address th|s?
SLudenLs may confuse whlch Lrlg funcLlon corresponds Lo whlch
raLlo. 1o address Lhls l wlll revlew Lhe raLlos wlLh Lhe sLudenLs and
show Lhem SCPCAP1CA (Lhe way we were LaughL). 1hey also may
have a hard Llme ldenLlfylng Lhe hypoLenuse. lor Lhls
mlsconcepLlon l wlll show Lhem Lhe hypoLenuse ls always across
from Lhe rlghL angle of Lhe Lrlangle, and wlll noL change when Lrylng
Lo solve Lhls cos, sln, and Lan of Lhe oLher Lwo angles of Lhe Lrlangle.
understand the
task? now w||| you
the |esson?
1o lnLroduce Lhe acLlvlLy l wlll show Lhe sLudenLs Lhe owerolnL
and work Lhrough Lhe problems wlLh Lhem. 1he sLudenLs may ask
quesLlons along Lhe way, ln LhaL case l wlll see lf Lhey all
undersLand. l wlll also walk around and look aL Lhe sLudenLs work
afLer Lhe owerolnL when l supply Lhem wlLh a few pracLlce
problems, llke Lhe one we dld LogeLher as a class durlng Lhe
owerolnL. l wlll engage Lhe sLudenLs ln Lhe lesson by maklng lL
have a real llfe conLexL and posslbly havlng sLudenLs come Lo Lhe
board Lo show Lhelr work Lo Lhe resL of Lhe class.
strugg||ng?

now JlJ yoo qet to tbot ooswet? wbot ls sloe/cosloe/tooqeot?
wbete ls tbe bypoteoose/oJjoceot/opposlte slJe?
orLfollo M1P 496 42

"gett|ng |t"?

WhaL lf lL was Lhe coslne/slne/LangenL of LhaL angle, whaL would
Lhe answer be Lhen?" WhaL lf Lhe hypoLenuse was.. how would
LhaL change Lhe answer?"

8evlew slne, coslne, and LangenL and Lhelr raLlos
Co Lhrough Lhe owerolnL as a class
work on pracLlce problems ln Lable groups and dlscuss Lhem
asslgn Lhe homework and glve Llme for sLudenLs Lo work and ask quesLlons


l wlll need Lhe whlLeboard, Lhe compuLer (for Lhe owerolnL), pro[ecLor, and Lhe pracLlce
problems. SLudenLs wlll need Lhelr noLebooks, pens, and Lhelr LexLbooks.

Cr|ter|a:

l wlll be answerlng any quesLlons Lhe sLudenLs may ask durlng Lhe
class perlod. SLudenLs, who ask quesLlons, wlll be assessed by me Lo
see lf Lhey undersLand Lhe maLerlal. Whlle sLudenLs are worklng on
Lhelr pracLlce problems l wlll galn anoLher chance Lo assess Lhelr
knowledge. l wlll check Lhelr work and dlscuss Lhe answers as a
class.


1o bulld on Lhls lesson l plan on lnLroduclng Lhe unlL clrcle.

orLfollo M1P 496 43

Lesson Nine: The Unit Circle in the U.S.

Students w||| |earn how to use the un|t c|rc|e, how to construct |t,
|ts |mportance, and how we f|nd d|ne, cos|ne, and tangent rat|os
by us|ng the un|t c|rc|e.

Spec|f|c Learn|ng Cutcomes:

you wanL
8y the end of the |esson my goa| to have a|| the students be ab|e
to reference the un|t c|rc|e to he|p them w|th remember|ng the
tr|gonometr|c rat|os, and for them to bu||d a base know|edge for
when we beg|n to d|scuss rad|ans.

addresses

CCSS.Math.Content.HSF-TF.A.1 Understand radian
measure of an angle as the length of the arc on the
unit circle subtended by the angle.
CCSS.Math.Content.HSF-TF.A.2 Explain how the
unit circle in the coordinate plane enables the
extension of trigonometric functions to all real
numbers, interpreted as radian measures of angles
traversed counterclockwise around the unit circle.

What def|n|t|ons, concepts,
or |deas do students need to
know |n order to beg|n to
work on the task?
Students w||| need to remember the def|n|t|ons and the rat|os of
s|ne, cos|ne, and tangent.

What m|sconcept|ons m|ght
students have? What errors
m|ght students make? What
m|ght be prob|emat|c for
students? What m|ght you
do to address th|s?
SLudenLs wlll obvlously geL Lhe raLlos for Lhe LrlgonomeLrlc
funcLlons confused, and LhaL ls perfecLly normal. WhaL l wlll do ls
really help Lhem remember LhaL Lhe unlL clrcle ls belng LaughL Lo
Lhem so Lhey can reference lL when Lhey do noL remember Lhe
raLlos for Lhe funcLlons. And LhaL lL ls a resource LhaL Lhey wlll need
for fuLure lessons.
students to the act|v|ty so as
not to reduce the demands
of the task? What w||| you
hear that |ets you know
students understand the
task? now w||| you engage
the students |n the |esson?

WhaL l wlll do ls pass ouL Lhe unlL clrcle worksheeL Lo Lhe class and
flll lL ouL compleLely wlLh Lhem. SLudenLs wlll mosL llkely be
confused for a llLLle whlle, buL wlLh more explanaLlon Lhe new
maLerlal wlll become undersLood. WhaL l wlll hear ls sLudenLs
openly Lelllng me Lhey are confused or asklng quesLlons abouL why.
lL wlll Lake Llme before all of Lhe sLudenLs wlll undersLand Lhls Loplc,
so paLlence ls key. 1o engage Lhem l wlll sLarL Lo ask quesLlons once
l noLlce mosL of Lhe class ls undersLandlng. l wlll evenLually have
Lhem flll ouL Lhe remalnlng parLs of Lhe unlL clrcle on Lhelr own.
orLfollo M1P 496 44

What quest|ons w||| you ask
students who are
strugg||ng?
l wlll osk stoJeots wbo ote sttoqqlloq poestloos llke, wbot ls
sloe/cosloe/tooqeot? l wlll osk tbem to polot oot oo tbe oolt cltcle
wbete tbe tlqbt ttlooqles ote locoteJ ooJ wblcb ooe Jo tbey oeeJ to
be lookloq ot. l wlll osk tbem to sbow me bow tbey ote floJloq tbe
totlos, to see lf tbey ote Joloq sometbloq locottect. l wlll osk tbem
to teclte tbe totlos fot eocb fooctloo to see wblcb tbey ote
sttoqqlloq wltb.
What quest|ons w||| you ask
students who are "gett|ng
|t"?
l wlll ask Lhem Lo Lell me Lhe slne, coslne, and LangenL of 210
degrees, and oLher large degrees Lo see lf Lhey can use Lhelr unlL
clrcle Lo flnd Lhe answers. lf Lhey can do Lhls successfully l wlll ask
Lhem Lhe same Lype of quesLlons buL wlLh even larger degrees, such
as 340 degrees.
l wlll revlew Lhe LrlgonomeLrlc raLlos wlLh Lhe sLudenLs
l wlll dlscuss Lhe unlL clrcle and lL's lmporLance ln LrlgonomeLry
l wlll hand ouL Lhe unlL clrcle worksheeL and flll lL ouL as a class
SLudenLs wlll work on Lhelr pracLlce problems wlLh Lhelr Lable groups and dlscuss Lhelr
answers Lo Lhe enLlre class
l wlll asslgn homework

l wlll need Lhe compuLer, pro[ecLor, Lhe unlL clrcle worksheeLs, and Lhe pracLlce problems. SLudenLs
wlll need Lhelr noLebooks, pens, and Lhelr LexLbooks.
Cr|ter|a:

1o assess Lhe sLudenLs durlng Lhls lesson l wlll be looklng aL Lhelr
work for Lhe pracLlce problems afLer Lhe lnsLrucLlon on Lhe unlL
clrcle. 1hls wlll allow me Lo see who ls undersLandlng and who ls
sLlll sLruggllng. l wlll answer any quesLlon Lhe sLudenLs may ask and
l wlll be able Lo Lell Lhelr levels of undersLandlng by Lhe quesLlons
Lhey are asklng. AfLer Lhe homework ls asslgned l wlll help Lhose
who need lL and walk around Lhe room Lo see Lhe sLudenLs work.


1omorrow l wlll revlew Lhe LrlgonomeLrlc funcLlons and Lhe unlL
clrcle. l wlll Lhen lncorporaLe real-llfe conLexL Lo Lhe new maLerlal
and asslgn a worksheeL LhaL requlres sLudenLs Lo flnd mlsslng angle
and slde measures of Lrlangles.
orLfollo M1P 496 43

Jeremy Sheaffer
Tanzania Lesson Plans

orLfollo M1P 496 46

Lesson One: Simplifying Algebraic Expressions
8|g |dea of the
|esson or
mathemat|ca|
concept:
Spec|f|c Learn|ng
Cutcomes:

you wanL


Standards the
|esson addresses

What def|n|t|ons,
concepts, or |deas
do students need
to know |n order to
beg|n to work on
the task?
1o know what a coeff|c|ent |s, and un]||ke terms. 1hey must know
how to add and subtract numbers.

What
m|sconcept|ons
m|ght students
have? What errors
m|ght students
make? What m|ght
be prob|emat|c for
students? What
m|ght you do to
address th|s?
hard Llme dlsLlngulshlng beLween x+x= 2x and noL x
2
WhaL we
and unllke Lerms and we can dlscuss Lhe dlfferences beLween 2x
and x
2
now w||| you
|ntroduce students
not to reduce the
demands of the
task? What w||| you
hear that |ets you
know students
understand the
task? now w||| you
engage the
students |n the
|esson?

lL wlll be easy Lo creaLe sLory problems Lo express Lerms. We wlll
walk around Lhe room Lo see Lhe sLudenLs work and look for
undersLandlng ln Lhelr work. We wlll engage Lhe sLudenLs by
maklng sLory problems and asklng Lhem quesLlons. We wlll be uslng
A8Cu cards for sLudenLs Lo use Lo creaLe a fun way of LesLlng Lhelr
knowledge.

orLfollo M1P 496 47

What quest|ons
w||| you ask
students who are
strugg||ng?

coefflcleots?
What quest|ons
w||| you ask
students who are
"gett|ng |t"?

WhaL lf....? (maklng harder quesLlons dependlng on Lhe sLudenLs)
WhaL lf Lhe problem conLalned an x
2
+x? WhaL would Lhe answer
be? Why?

- Cover Lhe deflnlLlons of coefflclenLs and Lerms
- Addlng/subLracLlon llke Lerms (revlew x Llmes x = x squared) as well as expresslons LhaL
can and cannoL be slmpllfled
- 1ry mulLlple cholce quesLlons wlLh Lhe A8Cu cards Lo LesL Lhelr undersLandlng
- Cover whaLever else ls sLlll confuslng and answer any quesLlons

learn?

We wlll need A8Cu sheeLs for each sLudenL, Lhe book, and answers for Lhe quesLlons LhaL
wlll be asked.

Assessment
1asks and
Cr|ter|a:

your assessmenL crlLerla? WhaL wlll you see or hear LhaL leLs you know
LhaL sLudenLs ln Lhe class undersLand Lhe concepLs LhaL you lnLended
for Lhem Lo learn?

We wlll presenL Lhe examples from Lhe book. We wlll know sLudenLs
undersLand Lhe maLerlal when Lhey glve us A8Cu cards. lf Lhey choose
Lhe correcL card Lhen we wlll know Lhey undersLand. We wlll walk
around Lhe room and check sLudenL's work. We wlll be able Lo see
who ls undersLandlng and who ls sLruggllng. We wlll Lhen help Lhose
who are havlng a harder Llme and help Lhem reach Lhe level of
undersLandlng Lhey need Lo be aL ln order Lo move on.



orLfollo M1P 496 48

Reflection: Jeremy
The most effective part of the lesson Kelsey and I taught was the implementation
of the ABCD card game. By seeing that as Kelsey instructed at the board and asked
questions for the game more and more students were consistently answering correctly.
Overall the Form 1 students seemed very bright and picked up on the instruction right
away. I wondered if some of the information was review because of how well some of
them were answering correctly from the start. An aspect that did not go as well as
planned from my perspective was my involvement with the students. It was the first
time I was co-teaching and I did not want to interrupt Kelsey so my involvement was
limited. If we were to teach this lesson again, I would be more involved, because I know
more about when Kelsey is going to talk and also I would have been more familiar with
the students. The insights that I took away from this lesson was how well the ABCD
game went over with the students as well as how useful it was to us as teachers
knowing the few kids who were struggling. The ability for them to get help without
asking for it seemed critical to their ability to get something out of the lesson that day.

orLfollo M1P 496 49

Lesson Two: Determining the !
!!
term of a Arithmetic Progression
!"# "%&' () *+& ,&--(.
(/ 0'*+&0'*"1',
1(.1&2*3
ArlLhmeLlc rogresslon
42&1")"1 5&'/.".#
67*1(0&-3
1he ablllLy Lo deLermlne Lhe !
!!
Lerm of a ArlLhmeLlc rogresslon.

4*'.%'/%- *+& ,&--(.
'%%/&--&-3
!!
Lerm of a ArlLhmeLlc rogresslon

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *( :.(;
". (/%&/ *( <&#". *(
;(/: (. *+& *'-:=
Lach term has a part|cu|ar pos|t|ona| va|ue |n a progress|on. (!
!!
)
Mu|t|p|y |ntegers
Add|t|on
Subtract|on
A|gebra|c notat|on of a ar|thmet|c progress|on

8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*- +'>&=
8+'* &//(/- 0"#+*
-*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1
)(/ -*7%&.*-= 8+'*
0"#+* ?(7 %( *(
'%%/&-- *+"-=
noL undersLandlng LhaL each Lerm also has a poslLlonal value.
1he noLaLlon of !
!
, where A ls Lhe !
!!
Lerm ln a glven arlLhmeLlc
progresslon
J represenLs Lhe common dlfference
Crders of operat|on
CalculaLlon errors

8evlew orders of operaLlon
SLress LhaL process ls lmporLanL and polnL ouL errors
@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*?
-( '- .(* *( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/
*+'* ,&*- ?(7 :.(;
-*7%&.*- 7.%&/-*'.%
*+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*- ".
*+& ,&--(.=
rovlde example of Lhe counLlng numbers as an arlLhmeLlc progresslon.
use Lhe scaffoldlng process Lo ensure Lhey undersLand Lhe maLerlal.

8evlew serles and sequences, show Lhem how a ArlLhmeLlc progresslon ls
bulldlng on Lhose concepLs and Lhey are ready for Lhe nexL sLep
8+'* A7&-*"(.- ;",,
?(7 '-: -*7%&.*- ;+(
'/& -*/7##,".#=

8+'* A7&-*"(.- ;",,
?(7 '-: -*7%&.*- ;+(
'/& B#&**".# "*C=

lf Lhey wlll help Lhe oLher sLudenLs.

orLfollo M1P 496 30

5&'/.".# D1*">"*"&- E". (/%&/F
1. uerlve formula algebralcally
2. rovlde example wlLh counLlng numbers
3. CreaLe arlLhmeLlc progresslon as a class
4. llnd Lhe !
!!
Lerm of Lhe sLudenLs cholce mulLlple Llmes
3. 8reak lnLo groups and have each group develop an arlLhmeLlc progresslon
6. Pave each group wrlLe Lhelr progresslon on Lhe board
7. Pave each group flnd Lhe 30
Lh
Lerm of anoLher groups a.p.
G&-(7/1&- .&&%&% H 7-&%
1exLbook, Chalk and Chalk 8oard
D--&--0&.* I'-:- '.%
J/"*&/"'3

SLudenLs wlll do asslgned homework flndlng Lhe!
!!
Lerm. 1hey are
requlred Lo show Lhe common dlfference.
K7*7/& 2,'.-3 1he sum of Lhe llrsL o 1erms of an ArlLhmeLlc rogresslon

kef|ect|ons:
1he parL of Lhe lesson LhaL wenL well was deLermlnlng Lhe common dlfference. l expecLed Lhls
Lo be Lhe easlesL parL because lL was [usL addlng or subLracLlng. l was confldenL LhaL all of Lhe
sLudenLs undersLood, because Lhey all parLlclpaLed ln voLlng and all voLed for Lhe rlghL answers.
l was a llLLle skepLlcal aL flrsL because l LhoughL Lhey mlghL [usL be voLlng wlLh Lhelr classmaLes
buL laLer on ln Lhe lesson noL every sLudenL parLlclpaLed ln voLlng and l Lhen knew Lhey would
noL ralse Lhelr hand lf Lhey dld noL know. 1he leasL effecLlve parL of Lhe lesson was Lhe noLaLlon
of Lhe Lerms. lL Look a whlle for Lhem Lo undersLand LhaL A
1
was Lhe flrsL Lerm ln Lhe
progresslon. 1hls caused lssues Lhe resL of Lhe class, because Lhere ended up belng a language
barrler. Cnce l reallzed Lhe presence of LhaL barrler we spllL lnLo groups Lhe nexL class Lo flnlsh
Lhe lesson and l leL Lhe groups help each oLher ouL. lf l were Lo Leach Lhls same lesson agaln, l
would spllL lnLo groups much earller and for Lhe resL of my lessons l knew Lo ask noL lf Lhey
undersLood Lhe maLerlal, buL lf Lhey undersLood my lnsLrucLlon, whlch was also Lhe lnslghL LhaL
l learned.
orLfollo M1P 496 31

Lesson Three: The Sum of the First n Terms of an Arithmetic Progression
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3

ArlLhmeLlc rogresslons

42&1")"1 5&'/.".#
67*1(0&-3

llnd Lhe sum of Lhe llrsL o 1erms of an ArlLhmeLlc rogresslon.
4*'.%'/%- *+& ,&--(.
'%%/&--&-

llnd Lhe sum of Lhe llrsL o 1erms of an ArlLhmeLlc rogresslon

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *( :.(; ".
(/%&/ *( <&#". *( ;(/:
(. *+& *'-:=
Lach Lerm has a parLlcular poslLlonal value ln a progresslon. (!
!!
)
MulLlply lnLegers
AddlLlon
Algebralc noLaLlon of an arlLhmeLlc progresslon
ulvlslon
Crders of operaLlon
o represenLs also an lnLeger number of Lerms
8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*- +'>&=
8+'* &//(/- 0"#+*
-*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'* 0"#+*
?(7 %( *( '%%/&-- *+"-=
noL know Lhe orders of operaLlon
Confuse o wlLh Lhe !
!!
Lerm
CalculaLlon errors

@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*?
-( '- .(* *( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/ *+'*
,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*- ".
*+& ,&--(.=

Share sLory of famous maLhemaLlclan (Causs) who flgured ouL equaLlon
Lo avold busy Llme from Lhe Leacher.
8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
-*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
B#&**".# "*C=

Can Lhey help Lhe oLher sLudenLs?
Can Lhey creaLe a second formula Lo flnd Lhe sum? (hlnL: do we have Lo
know Lhe !
!
Lerm?)
orLfollo M1P 496 32

5&'/.".# D1*">"*"&- E". (/%&/F
1. uerlve formula algebralcally
3. CreaLe arlLhmeLlc progresslon as a class flrsL 3 Lerms only
4. llnd Lhe sum of Lhe flrsL 10 Lerms uslng formula
3. Pand calculaLe Lhe sum of Lhe flrsL 10 Lerms
6. 8reak lnLo groups and flnd Lerms of a a.p. wrlLLen on Lhe board
7. Pave each group wrlLe Lhelr answers on Lhe board
8. ulscuss lncorrecL responses
G&-(7/1&- .&&%&% H 7-&%
1extbook, cbolk ooJ cbolk bootJ

D--&--0&.* I'-:- '.%
J/"*&/"'3
SLudenLs wlll do asslgned homework flndlng Lhe sum of o Lerms.
K7*7/& 2,'.-3 ArlLhmeLlc Mean

kef|ect|on:
l Lhlnk Lhe effecLlve parL of Lhls lesson was Lhe ablllLy Lo draw Lhe sLudenLs ln wlLh Lhe Causs
sLory. l could Lell Lhe sLory was effecLlve because Lhe klds smlled and nodded Lhelr heads ln an
acknowledglng fashlon abouL how Lhey were learnlng someLhlng a famous maLhemaLlclan
flgured ouL when he was Lhelr age. 1he leasL effecLlve parL was sLlll Lhe noLaLlon of Lhe
progresslon, ln whlch Lhe class was qulckly spllL lnLo groups Lo dlscuss Lhe same Loplc as Lwo
days before. 1hls Llme Lhough lL only Look 3 mlnuLes for everyone Lo be on Lhe same page
versus Lhe 23 mlnuLes days before. 1he parL LhaL dld noL go as planned was LhaL one group
made a calculaLlon error and as a sLudenL was wrlLlng Lhe groups work on Lhe board, l could noL
spoL Lhe mlsLake rlghL away, so LhaL porLlon wenL a llLLle longer Lhan expecLed. When Leachlng
Lhls lesson agaln, Lhe flrsL Lhlng l would do ls make sure everyone was seL wlLh Lhe noLaLlon
before l derlved Lhe formula, because Lhe sLudenLs dld noL ask quesLlons as l was wrlLlng on Lhe
board. Some of Lhe lnslghLs l galned from Lhls lesson was LhaL l need Lo sLarL pracLlclng my long
hand mulLlpllcaLlon agaln.
orLfollo M1P 496 33

Lesson Four: Finding the n
th
term of a geometric progression
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3

CeomeLrlc rogresslon

42&1")"1 5&'/.".#
67*1(0&-3
llnd Lhe !
!!
Lerm of a geomeLrlc progresslon.

4*'.%'/%- *+& ,&--(.
'%%/&--&-
llnd Lhe !
!!
Lerm of a geomeLrlc progresslon.

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *( :.(; ".
(/%&/ *( <&#". *( ;(/:
(. *+& *'-:=
Def|n|t|on of a geometr|c progress|on
!!
)
Mu|t|p|y |ntegers
Add|t|on
A|gebra|c notat|on of an geometr|c progress|on (exponents)
D|v|s|on] fract|ons
Crders of operat|on

8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*- +'>&=
8+'* &//(/- 0"#+*
-*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'* 0"#+*
?(7 %( *( '%%/&-- *+"-=
osslble problems wlLh exponenLs !
!!!

CalculaLlons
MulLlplylng fracLlons

SLress process
@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*?
-( '- .(* *( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/ *+'*
,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*- ".
*+& ,&--(.=
rovlde example of slmple geomeLrlc progresslon.

When sLudenLs undersLand exponenLs and can apply Lhe formula.

8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
-*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
B#&**".# "*C=
lf Lhey wlll help Lhe sLudenLs who do noL undersLand.
lf Lhey can Lhlnk of a real llfe example of how Lo apply a geomeLrlc
progresslon.

orLfollo M1P 496 34

5&'/.".# D1*">"*"&- E". (/%&/F
1. 8evlew exponenLs
2. lnLroduce geomeLrlc progresslons and common raLlo
3. Croup pracLlce creaLlng g.p. and solvlng oLher groups g.p. for Lhe common raLlo
4. lnLroduce formula for flndlng !
!!
Lerm
3. Show formula works
6. racLlce
G&-(7/1&- .&&%&% H 7-&%
1extbook, cbolk, cbolk bootJ, ooJ colcolotot fot me to polckly cbeck tespooses
D--&--0&.* I'-:- '.%
J/"*&/"'3
Asslgn home work problems, ensure sLudenLs correcLly ldenLlfy
common raLlo
K7*7/& 2,'.-3 Sum of o Lerms of a g.p.

kef|ect|on:
1he parL of Lhls lesson LhaL wenL well was Lhe order ln whlch l presenLed Lhe maLerlal. As
opposed Lo presenLlng Lhe formula rlghL away Lhe sLudenLs spenL some Llme ln Lhelr groups [usL
worklng wlLh geomeLrlc progresslons. 1he evldence was Lhe all Lhe groups had creaLed Lhe
formula for Lhe common raLlo and aL Lhe end of Lhe lesson applylng Lhe formula wenL beLLer
Lhan whaL lL had for arlLhmeLlc progresslons as a class. 1he leasL effecLlve parL of Lhe lesson
was revlewlng exponenLs, whlch was a Lraln wreck and LhaL wreck was noL planned on. l ended
up havlng Lhem wrlLe down a hand full of rules and we moved on. lf l was Lo Leach Lhls lesson
agaln l would deflnlLely prevlew Lhe use of exponenLs Lhe class before and glve Lhem maLerlal
Lo pracLlce wlLh. Some of Lhe lnslghLs LhaL l learned from Lhls lesson was how dlfflculL
exponenLs can be for some sLudenLs, and anoLher was how Lhe sLudenLs were able Lo Lake Lhe
lessons from arlLhmeLlc progresslons and relaLe Lhem Lo geomeLrlc. Some examples of Lhe
relaLlons lnclude Lhe noLaLlon lssues belng a Lhlng of Lhe pasL once Lhey reallzed LhaL for
orLfollo M1P 496 33

geomeLrlc progresslon we would be uslng C
n
, and also how Lhey relaLed rlghL away common
dlfference and common raLlo.

orLfollo M1P 496 36

Lesson Five: Finding the Sum of the first n Terms of a Geometric
Progression
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3

CeomeLrlc rogresslon

42&1")"1 5&'/.".# 67*1(0&-3 1he sum of Lhe flrsL o Lerms of a geomeLrlc progresslon.

4*'.%'/%- *+& ,&--(. '%%/&--&- 1he sum of Lhe flrsL o Lerms of a geomeLrlc progresslon.

8+'* %&)"."*"(.-9 1(.1&2*-9 (/
"%&'- %( -*7%&.*- .&&% *( :.(;
". (/%&/ *( <&#". *( ;(/: (. *+&
*'-:=
!!
)
Mu|t|p|y |ntegers
Add|t|on
D|v|s|on] fract|ons
Crders of operat|on
8+'* 0"-1(.1&2*"(.- 0"#+*
-*7%&.*- +'>&= 8+'* &//(/-
0"#+* -*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'* 0"#+* ?(7 %( *(
'%%/&-- *+"-=
!!!

CalculaLlons
MulLlplylng fracLlons

SLress process
@(; ;",, ?(7 ".*/(%71& -*7%&.*-
*( *+& '1*">"*? -( '- .(* *(
/&%71& *+& %&0'.%- () *+&
*'-:= 8+'* ;",, ?(7 +&'/ *+'*
,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7 &.#'#& *+&
-*7%&.*- ". *+& ,&--(.=


8+'* A7&-*"(.- ;",, ?(7 '-:
-*7%&.*- ;+( '/& -*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7 '-:
-*7%&.*- ;+( '/& B#&**".# "*C=
lf Lhey can Lhlnk of a real llfe example of how Lo apply Lhe sum of a
geomeLrlc progresslon.
5&'/.".# D1*">"*"&- E". (/%&/F
1. 8evlew exponenLs, common raLlon and g.p.
2. lnLroduce formula
3. resenL g.p. (1+3+9+27+81)
4. use formula Lo flnd sum
3. llnd sum by hand
6. racLlce
orLfollo M1P 496 37

G&-(7/1&- .&&%&% H 7-&%
1extbook, cbolk, cbolk bootJ, ooJ colcolotot fot me to polckly cbeck tespooses
D--&--0&.* I'-:- '.% J/"*&/"'3

Asslgn homework problems, ensure sLudenLs correcLly ldenLlfy
common raLlo

K7*7/& 2,'.-3 CeomeLrlc Mean

8eflecLlon:
1he mosL effecLlve parL of Lhls lesson was Lhe revlew of exponenLs. 1he nlghL before l
consulLed wlLh a couple oLher people on Lhe Lrlp and Lhey remlnded me of some dlfferenL ways
Lo revlew Lhem. So Lhe nexL day ln class beLween Lhe exponenL sLudy sheeL Lhey were glven
and Lhe new ways Lo explaln Lhem, all Lhe sLudenLs were spoL on. l know Lhls because each
sLudenL answered a random problem LhaL l puL on Lhe board. 1hls Look some Llme buL we
made up for lL aL Lhe end because Lhe group work wenL a loL fasLer. l wlsh l could Lhlnk of a
more effecLlve way ln 1anzanla Lo make sure everyone has an undersLandlng of Lhe
prerequlslLes. 1hus my lmprompLu, verbal qulz of each sLudenL Look longer Lhan l wanLed and
lL LesLed Lhe sLudenL's paLlence and aLLenLlon span. 1he sLudenLs all recelved a candy bar Lhe
nexL day as a Lhank you for Lhelr aLLempLed paLlence and Lhelr help ln maklng sure all Lhelr
classmaLes undersLood exponenLs. Cverall Lhls lesson wenL as well as lL could have wlLhouL any
oLher resources Lo work on exponenLs wlLh. 1he lnslghLs l learned was how valuable lL was Lo
Lake a llLLle exLra Llme up fronL and make sure all sLudenLs undersLand Lhe baslcs whlch wlll
help Lhe new maLerlal go LhaL much smooLher. ln oLher words l dld noL expecL LhaL much of a
pay back on my lnvesLmenL aL Lhe beglnnlng of class.

orLfollo M1P 496 38

Lesson Six: Bearings
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3
8earlngs

42&1")"1 5&'/.".# 67*1(0&-3 8e able Lo locaLe dlfferenL polnLs ln a 2-d plane wlLh glven axls,
angles and dlsLances.
4*'.%'/%- *+& ,&--(.
'%%/&--&-
Bearings

8+'* %&)"."*"(.-9 1(.1&2*-9
(/ "%&'- %( -*7%&.*- .&&% *(
:.(; ". (/%&/ *( <&#". *(
;(/: (. *+& *'-:=
Vertex of an ang|e
1 revo|ut|on |s 360 degrees
D|rect|ons of North, South, Last, West
Cos|ne ku|e
S|ne ru|e

8+'* 0"-1(.1&2*"(.- 0"#+*
-*7%&.*- +'>&= 8+'* &//(/-
0"#+* -*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'* 0"#+* ?(7 %(
*( '%%/&-- *+"-=
CalculaLlon errors
Mlx up Lwo dlfferenL meLhods. (all ang. lrom norLh vs. ang. from
souLh or norLh)
noL know coslne or slne rule

@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*? -( '-
.(* *( /&%71& *+& %&0'.%- ()
*+& *'-:= 8+'* ;",, ?(7 +&'/
*+'* ,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7 &.#'#&
*+& -*7%&.*- ". *+& ,&--(.=

lnLroduce Lhe lesson as a geography lesson as well.
uraw 1anzanla on Lhe board, and ask sLudenLs Lo ldenLlfy oLher
clLles and Lhe angles beLween Lhose clLles and Arusha.

8+'* A7&-*"(.- ;",, ?(7 '-:
-*7%&.*- ;+( '/& -*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7 '-:
-*7%&.*- ;+( '/& B#&**".#
"*C=
Ask Lhem Lo use a dlfferenL meLhod and see lf Lhey geL Lhe same
answer.

5&'/.".# D1*">"*"&- E". (/%&/F
1. lnLroduce coordlnaLe plane
2. ueflne n, L, S, W as 0, 90, 180, 270 degs.
3. racLlce flndlng polnLs uslng flrsL meLhod (norLh as 0)
4. racLlce flndlng polnLs uslng second meLhod (norLh or souLh as 0 and lf Lhe pL. ls easL or
wesL)
3. Lxample 3 (3 clLles, 2 angles, 2 dlsLances)
orLfollo M1P 496 39

G&-(7/1&- .&&%&% H 7-&%
1exLbook, Chalk, Chalkboard, CalculaLor for Lrlg

D--&--0&.* I'-:- '.%
J/"*&/"'3
SLudenLs wlll creaLe bearlngs for 4 polnLs. (no rlghL angles or 3
polnLs ln llne)
K7*7/& 2,'.-3 ulrecLlonal coslnes

kef|ect|on:
1he secLlons of Lhls lesson LhaL was effecLlve lncluded Lhe orlenLaLlons of Lhe axls, and Lhe
ablllLy Lo deLermlne verLlces from Lwo llnes. l belleve Lhese Lwo Lhlngs were effecLlve because
of Lhe sLudenL parLlclpaLlon. As kelsey and l scaled back Lhe cues Lo Lhe correcL answers Lhe
sLudenLs conLlnued Lo parLlclpaLe lncludlng deducLlng Lhe angle of Lhelr own problem. 1he
leasL effecLlve parL of Lhe lesson, whlch was also Lhe parL LhaL dld noL go accordlng Lo plan, was
lmplemenLlng Lhe use of Lhe coslne and slne rule. 1hls was very apparenL when by a show of
hands only 4 or 3 sLudenLs knew whaL we were Lalklng abouL. lf l were Lo Leach Lhls lesson
agaln Lhe flrsL Lhlng l would do ls seL up a prevlew Lhe class before and leL Lhe sLudenLs know
LhaL Lhey wlll need Lo know Lhe coslne and slne rules. 1hls way even Lhough l would sLlll revlew
Lhe Lwo rules, we would be LhaL much furLher ahead. AnoLher Lhlng l would Lry ls Lo brlng ln 4
slgns LhaL read !
!
! !!
!
! !"!
!
!"!
!
. 1ape Lhe slgns around Lhe room and leL Lhe sLudenLs
deLermlne Lhe angles beLween Lhem and oLher sLudenLs. 1he lnslghLs LhaL l learned from Lhls
lesson was a real llfe appllcaLlon for Lhe slne and coslne rules along wlLh LhaL l should be
prepared for maLerlal or lessons Lhe sLudenLs may have forgoLLen.

orLfollo M1P 496 60

Lesson Seven: Finding the n
th
Term of an Arithmetic Sequence
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3
ArlLhmeLlc rogresslon
42&1")"1 5&'/.".#
67*1(0&-3
!!
Lerm of a ArlLhmeLlc rogresslon.

4*'.%'/%- *+& ,&--(.
'%%/&--&-3
L2.2.1 llndlng Lhe n
Lh
Lerm of an arlLhmeLlc sequence

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *( :.(;
". (/%&/ *( <&#". *(
;(/: (. *+& *'-:=
!!
)
Mu|t|p|y |ntegers
Add|t|on
Subtract|on
A|gebra|c notat|on of a ar|thmet|c progress|on

8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*- +'>&=
8+'* &//(/- 0"#+*
-*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1
)(/ -*7%&.*-= 8+'*
0"#+* ?(7 %( *( '%%/&--
*+"-=
noL undersLandlng LhaL each Lerm also has a poslLlonal value.
1he noLaLlon of !
!
, where A ls Lhe !
!!
Lerm ln a glven arlLhmeLlc
progresslon
J represenLs Lhe common dlfference
Crders of operat|on
CalculaLlon errors

@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*?
-( '- .(* *( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/ *+'*
,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*- ".
*+& ,&--(.=

8evlew serles and sequences, show Lhem how a ArlLhmeLlc progresslon ls
bulldlng on Lhose concepLs and Lhey are ready for Lhe nexL sLep
8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
-*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
B#&**".# "*C=

lf Lhey wlll help Lhe oLher sLudenLs.

orLfollo M1P 496 61

5&'/.".# D1*">"*"&- E". (/%&/F
1. 8oughly deflne arlLhmeLlc sequence
3. CreaLe deflnlLlon of common dlfference ln groups
4. uevelop formula for common dlfference ln groups
3. uevelop formula for flndlng n
Lh
Lerm ln groups
6. Pave each group wrlLe Lhelr formulas on Lhe board
7. ulscuss all formulas as class
G&-(7/1&- .&&%&% H 7-&%
1exLbook, ury erase markers, WhlLeboard
D--&--0&.* I'-:- '.%
J/"*&/"'3

SLudenLs wlll do asslgned homework flndlng Lhe!
!!
Lerm. 1hey are
requlred Lo show Lhe common dlfference.
K7*7/& 2,'.-3 1he sum of Lhe llrsL o 1erms of an ArlLhmeLlc rogresslon

orLfollo M1P 496 62

Lesson Eight: Finding the n
th
Term of an Geometric Sequence
!"# "%&' () *+& ,&--(. (/
0'*+&0'*"1', 1(.1&2*3

CeomeLrlc sequence

42&1")"1 5&'/.".#
67*1(0&-3
llnd Lhe !
!!
Lerm of a geomeLrlc sequence.

4*'.%'/%- *+& ,&--(.
'%%/&--&-
L2.2.1 llndlng Lhe n
Lh
Lerm of an geomeLrlc sequence

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *( :.(;
". (/%&/ *( <&#". *(
;(/: (. *+& *'-:=
Def|n|t|on of a geometr|c sequence
Lach term has a part|cu|ar pos|t|ona| va|ue |n a sequence. (!
!!
)
Mu|t|p|y |ntegers
Add|t|on
D|v|s|on] fract|ons
Crders of operat|on

8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*- +'>&=
8+'* &//(/- 0"#+*
-*7%&.*- 0':&= 8+'*
0"#+* <& 2/(<,&0'*"1
)(/ -*7%&.*-= 8+'*
0"#+* ?(7 %( *( '%%/&--
*+"-=
!!!

SLress process
@(; ;",, ?(7 ".*/(%71&
-*7%&.*- *( *+& '1*">"*?
-( '- .(* *( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/ *+'*
,&*- ?(7 :.(; -*7%&.*-
7.%&/-*'.% *+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*- ".
*+& ,&--(.=


8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
-*/7##,".#=

8+'* A7&-*"(.- ;",, ?(7
'-: -*7%&.*- ;+( '/&
B#&**".# "*C=
lf Lhey can Lhlnk of a real llfe example of how Lo apply a geomeLrlc
sequence.

orLfollo M1P 496 63

5&'/.".# D1*">"*"&- E". (/%&/F
1. 8evlew exponenLs
2. 8oughly deflne geomeLrlc sequence
3. rovlde example wlLh small lnLeger common raLlo
4. CreaLe deflnlLlon of common raLlo ln groups
3. uevelop formula for common raLlo ln groups
6. uevelop formula for flndlng n
Lh
Lerm ln groups
7. Pave each group wrlLe Lhelr formulas on Lhe board
8. ulscuss all formulas as class
G&-(7/1&- .&&%&% H 7-&%
1extbook, uty etose motkets, wblte 8ootJ ooJ colcolotot
D--&--0&.* I'-:- '.%
J/"*&/"'3

Asslgn home work problems, ensure sLudenLs correcLly ldenLlfy
common raLlo

K7*7/& 2,'.-3 Sum of o Lerms of a geomeLrlc sequence

orLfollo M1P 496 64

Lesson Nine: The Sum of the First n Terms of a Geometric Sequence
!"# "%&' () *+& ,&--(.
(/ 0'*+&0'*"1',
1(.1&2*3

CeomeLrlc Sequence

42&1")"1 5&'/.".#
67*1(0&-3
1he sum of Lhe flrsL o Lerms of a geomeLrlc sequence.

4*'.%'/%- *+& ,&--(.
'%%/&--&-
L2.2.2

8+'* %&)"."*"(.-9
1(.1&2*-9 (/ "%&'- %(
-*7%&.*- .&&% *(
:.(; ". (/%&/ *(
<&#". *( ;(/: (. *+&
*'-:=
!!
)
Mu|t|p|y |ntegers
Add|t|on
D|v|s|on] fract|ons
Crders of operat|on
8+'* 0"-1(.1&2*"(.-
0"#+* -*7%&.*-
+'>&= 8+'* &//(/-
0"#+* -*7%&.*-
0':&= 8+'* 0"#+*
<& 2/(<,&0'*"1 )(/
-*7%&.*-= 8+'*
0"#+* ?(7 %( *(
'%%/&-- *+"-=
!!!

SLress process
@(; ;",, ?(7
".*/(%71& -*7%&.*- *(
*+& '1*">"*? -( '- .(*
*( /&%71& *+&
%&0'.%- () *+& *'-:=
8+'* ;",, ?(7 +&'/
*+'* ,&*- ?(7 :.(;
-*7%&.*- 7.%&/-*'.%
*+&
*'-:= @(; ;",, ?(7
&.#'#& *+& -*7%&.*-
". *+& ,&--(.=


8+'* A7&-*"(.- ;",,
?(7 '-: -*7%&.*-
;+( '/& -*/7##,".#=

8+'* A7&-*"(.- ;",,
?(7 '-: -*7%&.*-
;+( '/& B#&**".# "*C=
lf Lhey can Lhlnk of a real llfe example of how Lo apply Lhe sum of a
geomeLrlc sequence.
orLfollo M1P 496 63

5&'/.".# D1*">"*"&- E". (/%&/F
1. 8evlew exponenLs, common raLlon and g.s.
2. lnLroduce formula
3. resenL g.p. (1+3+9+27+81)
4. use formula Lo flnd sum
3. llnd sum by hand
6. racLlce
7. 8rlan sLorm pracLlcal appllcaLlons as a class

G&-(7/1&- .&&%&% H 7-&%
1extbook, uty tose Motket, wblte bootJ, ooJ colcolotot
D--&--0&.* I'-:-
'.% J/"*&/"'3

Asslgn homework problems, ensure sLudenLs correcLly ldenLlfy
common raLlo

K7*7/& 2,'.-3 Compound lnLeresL

orLfollo M1P 496 66

9+::+")50*0#. )"& ;+*)<5# =022#,#"(#.
n|stor|ca| perspect|ve of educat|on-
When comparlng Lhe hlsLorles of Lhe unlLed SLaLes educaLlon sysLem Lo Lhe hlsLory of Lhe
1anzanlan educaLlonal sysLem, one can see a slmllar evoluLlonary process. Cne explanaLlon
cold be LhaL boLh sysLems sLarLed ouL as colonlzed sysLems wlLh one glarlng dlfference belng
LhaL Lhe unlLed SLaLes has been decolonlzed for over 200 years versus 1anzanla belng
lndependenL for less Lhan 73 years.
As Lhe Amerlcan colonles were growlng ln Lhe 17
Lh
and 18
Lh
cenLurles, souLhern
educaLlon Lended Lo be LaughL prlvaLely and/ or aL home for wealLhy chlldren. CLherwlse
educaLlng Lhelr chlldren was Lhe responslblllLy of Lhe parenLs. ln Lhe norLhern colonles publlc
schools and secondary educaLlon sLarLed Lo play a blgger role ln Lhe 1700s due Lo Lhe growLh of
a mlddle class. 1he mlddle class creaLed a demand for educaLlon Lo flL Lhelr needs ln whlch
Lngllsh Crammar Schools were creaLed Lo provlde pracLlcal lnsLrucLlon ln many sub[ecLs, from
navlgaLlon and englneerlng Lo bookkeeplng and forelgn languages"
(hLLp://www.chesapeake.edu/Llbrary/Luu_101/eduhlsL.asp).
AnoLher form of a secondary school, Academles was developed ln Lhe second half of Lhe 18
Lh

cenLury whlch comblned Lngllsh and LaLln Crammar Schools. 8oLh Academles and Crammar
schools allowed female sLudenLs Loward Lhe second half of Lhe 1700s. ubllc hlgh schools
were creaLed ln Lhe early 1800's as an alLernaLlve Lo prlvaLe academles."(
hLLp://www.chesapeake.edu/Llbrary/Luu_101/eduhlsL.asp). A sLaLe wlde organlzed
educaLlonal sysLem became a reallLy ln MassachuseLLs and ConnecLlcuL ln Lhe 1840's wlLh Lhe
schools llnked Lo Lhe sysLem known as common schools.
orLfollo M1P 496 67

SegregaLlon or raLher desegregaLlon became Lhe deflnlng Lheme of educaLlon ln Lhe
1900's. 8esldes desegregaLlon Lhe unlLed SLaLes many currlculum and pedagoglcal advances
were made along wlLh laws requlrlng all chlldren Lo aLLend school. Cvercomlng Lwo World
Wars and 1he CreaL uepresslon educaLlon ln Amerlca conLlnued Lo be robusL wlLh hlgh
enrollmenL raLes.
When relaLlng 1anzanla Lo Lhe unlLed SLaLes from Lhe perspecLlve LhaL boLh counLrles
were once colonlzed, one can see LhaL Lhe progresslon of Lhe educaLlonal sysLems, has some
dlfferences, buL Lhe comparlson ls mosLly slmllarlLles. lrom Lhe Lurn of Lhe 20
Lh
cenLury
1anganylka was under Cerman rule unLll Lhe end of Lhe llrsL World War. uurlng LhaL Llme Lhe
Cermans seLup very few publlc schools and mlsslonarles accounLed for Lhe vasL ma[orlLy of Lhe
educaLlon belng provlded.
CreaL 8rlLaln was awarded 1anganylka afLer Lhe war and much llke Lhe Cermans, relled
heavlly on mlsslonarles Lo educaLe Lhe people of 1anganylka. lL was noL unLll afLer Lhe end of
Lhe Second World War LhaL 8rlLaln based publlc schools enrolled Lhe ma[orlLy of sLudenLs when
compared Lo mlsslonary schools. Slnce 1anganylka's lndependence ln 1961 and lLs unlon wlLh
Zanzlbar ln 1964 Lo form 1anzanla, Lhe counLry's prlmary publlc educaLlon sysLem has been
free.
1anzanla's flrsL presldenL and leader of Lhe assoclaLlon responslble for 1anganylka and
Zanzlbar's lndependence, was a former Leacher named !ullus nyerere. nyerere puL a huge
emphasls on educaLlon as Lhe way for 1anzanla Lo be self-rellanL and puL much of hls efforL lnLo
bulldlng an educaLlon sysLem LhaL was free and equal. uue Lo nyerere's deslre Lo Lake hls
orLfollo M1P 496 68

counLry and lnLroduce soclallsm some of hls educaLlonal pollcles lnvolved sLudenLs learnlng
vocaLlonal pracLlces as well as seLLlng school Llme frames around whaL ls besL for 1anzanla's
currenL economlc processes. 1he maln ldea was LhaL all 1anzanla's clLlzens musL work LogeLher
ln order Lo help make Lhelr counLry prosper.
CerLaln aspecLs of Lhe educaLlon sysLem resemble a mlxLure of boLh Lhe 8rlLlsh and
nyerere's sysLems. Around Lhe 1930's 1anzanlans reallzed LhaL knowlng Lngllsh creaLed more
opporLunlLles and ln Lurn sLarLed Lo gravlLaLe Lowards Lngllsh medlum ln Lhelr schools. Lngllsh
Loday ls sLlll Lhe language of lnsLrucLlon Lhough Lhere are many proponenLs of havlng Swahlll as
Lhe offlclal language of lnsLrucLlon. School farms daLe back Lo Lhe Cerman Llme frames and sLlll
provlde susLenance for boLh Leachers and sLudenLs as well as funds for Lhe school.
Comparlng colony Lo colony, Lhe blggesL dlfference ls LhaL Amerlca has always depended
on lLself for educaLlon versus Lhe moLher land or forelgn mlsslonary work. AnoLher dlfference ls
LhaL Lhe currlculum ln 1anganylka was ln Lhe besL lnLeresL of Lhe overseelng governmenL Lo
develop lLs workforce. Whereas ln Lhe unlLed SLaLes more currlculum opLlons were glven Lo
sLudenLs ln order Lo choose Lhelr own career paLh. WlLh LhaL belng sald slmllarlLles lncluded:
females mosLly belng excluded, Lhe prlvaLe secLor ouLwelghlng Lhe publlc secLor early on,
educaLlon favored Lhe wealLhy, Lhe deslre for publlc school sysLems Lo be free, and Lhe llsL goes
on. Lven Lhough Lhe llsL of slmllarlLles ls much longer Lhan Lhe llsL of dlfferences Lhe facL LhaL
Amerlca had and conLlnues Lo have (for Lhe mosL parL) Lhe flnanclal resources Lo supporL publlc
educaLlon.
orLfollo M1P 496 69

ub||c educat|on- ubllc educaLlon ln boLh counLrles had very lnformal beglnnlngs, ln
1anganylka publlc schools were presenL ln Lhe Cerman colonlal days, buL were very few. AfLer
Lhe end of World War 2 8rlLaln sLepped up lLs efforL Lo make educaLlon accesslble Lo a hlgher
percenLage of Lhe populaLlon. 1hls was due Lo Lhe facL LhaL Lhe unlLed SLaLes agreed Lo asslsL
Lurope ln Lhe war ln parL because 8rlLaln agreed Lo make lLs colonles a free markeL. 1hus
8rlLaln knew lL had Lo wln Lhe hearLs of Lhe people of 1anganylka ln order Lo malnLaln Lhelr
lucraLlve buslness relaLlons wlLh Lhem. ubllc schools became more accesslble Lo all chlldren
afLer 1anzanla's lndependence.
ubllc educaLlon ln Lhe unlLed SLaLes was sporadlc unLll Lhe mld-19
Lh
cenLury when
Porace Mann a sLaLe leglslaLure ln MassachuseLLs began pushlng for sLaLe wlde, sLaLe funded
publlc schools. Lvery sLaLe ln Lhe unlon had a publlc school by 1870. AlLhough compulsory
educaLlon had been around for hundreds of years ln Lhe colonles and Lhe unlLed SLaLes,
Mlsslsslppl ln 1917 was Lhe lasL sLaLe Lo creaLe a compulsory aLLendance law.
1he unlLed SLaLes has seen varlous lndlvlduals have greaL lmpacLs on lLs educaLlonal
sysLem. When looklng aL 1anzanla, nyerere's lmpacL on Lhe educaLlonal sysLem greaLly casLs a
shadow on anyone else's conLrlbuLlons. LducaLlon for Self-8ellance and unlversal rlmary
LducaLlon were boLh pollcles lmplemenLed by nyerere. Some could argue LhaL alLhough noL an
lndlvldual" Lhe World 8ank slnce Lhe mld 80's has had [usL as much effecL on Lhe educaLlon
sysLem.
1he 1900's broughL slgnlflcanL leglslaLlve declslons Lo Lhe unlLed SLaLes. 8rown vs. 1he
8oard of LducaLlon ln 1934 sLarLed Lhe desegregaLlon process. ln 1972 1lLle lx prohlblLed
orLfollo M1P 496 70

governmenLally funded lnsLlLuLlons Lo allow more exLra-currlcular opporLunlLles Lo males over
females. no Chlld LefL 8ehlnd AcL of 2001, was a re[uvenaLlon of Lhe LlemenLary and Secondary
LducaLlon AcL of 1963. 8oLh of Lhese AcLs address lssues lnvolvlng schools falllng Lo meeL Lhe
needs of all sLudenLs.
Whlle Lhe unlLed SLaLes educaLlon laws usually are based on provldlng ouLllnes by whlch
schools are Lo funcLlon, 1anzanla's educaLlonal laws lnvolve more abouL how Lo geL Lhe hlghesL
percenLage of chlldren ln a school or Lhe phllosophlcal vlews Lhe schools should malnLaln. 1he
LducaLlon for Self-8ellance pollcy seL lnLo place a more Afrlcan" currlculum versus Lhe prevlous
8rlLlsh currlculum (Mblllnyl, 2003). ln llghL of Lhe deflclencles sLarLlng Lo appear ln Lhe
educaLlonal sysLem Lhe Musoma 8esoluLlons of 1974 puL an emphasls on unlversal prlmary
educaLlon. LnrollmenL lncreased Lo a peak of 98 gross enrollmenL raLlo of school aged
chlldren ln 1980. 1hen ln Lhe mld 80's nyerere reslgned ln llghL of a falllng economy and Lhe
World 8ank began conLrlbuLlng Lo 1anzanla's educaLlon once Lhe counLry meL Lhe World 8ank's
requlremenLs. ln 2001 Lhe rlmary LducaLlon uevelopmenL lan ellmlnaLed prlmary school fees
and Lhe gross enrollmenL raLlo wenL from 78 ln 2000 Lo 108 ln 2003 (Mblllnyl, 2003). So
agaln, whlle mosL of 1anzanla's acLlons lnvolve allocaLlng a scarce amounL of Lhe naLlon's
resources, Lhe unlLed SLaLes, whlle sLllllng havlng slmllar allocaLlng leglslaLlon, Lhe seemlngly
mosL slgnlflcanL leglslaLlon dlcLaLes who ls provlded for.
1eacher reparat|on
Whlle Leachlng aL LuLheran 1eLra Secondary School l noLlced Leacher preparaLlon ln 1anzanla
dlffers greaLly from Leacher preparaLlon ln Lhe u.S. 1eachers ln 1anzanla seem Lo noL puL much Llme lnLo
preparlng for class, lf Lhey do aL all. Powever ln Lhe u.S. Leachers seem Lo spend hours on plannlng for
orLfollo M1P 496 71

Lhelr classes. 1hls can parLly be because of Lhe amounL of years we spend Lralnlng Lo become Leachers
compared Lo Lhe years 1anzanlans spend ln Leacher Lralnlng.
Pere ln Lhe u.S. each sLaLe seLs lLs own requlremenLs for people Lo become Leachers. MosL
aLLend a college or unlverslLy where lL Lakes up Lo flve years Lo compleLe a bachelor's degree. MosL
colleges and unlverslLles wlll offer a Leacher educaLlon program LhaL lncludes Lhese Lhree componenLs,
Lhe flrsL ls requlred courses for Lhe sub[ecL and grade level LhaL ls chosen, second ls courses on how Lo
Leach, or Leachlng preparaLlon, Lhe Lhlrd componenL ls acLual classroom Leachlng experlence, more
commonly known as sLudenL Leachlng." 1eacher cerLlflcaLlon varles ln each sLaLe, buL generally fuLure
Leachers wlll need Lo pass a baslc-skllls LesL Lo be able Lo Leach ln publlc schools wlLhln LhaL sLaLe. AfLer
passlng Lhelr LesLs and graduaLlng wlLh a bachelor's degree Lhese hard worklng lndlvlduals are ready Lo
be Leachers (8ecomlng a Leacher," 2006). ln 1anzanla Lhe process ls dlfferenL and does noL seem Lo
have as many requlremenLs.
1eacher 1ralnlng Colleges requlre abouL Lwo years of Lralnlng before an lndlvldual may become
a Leacher ln 1anzanla. 1hose who wlsh Lo become Leachers go Lhrough a process called pre-servlce
Lralnlng. 1hls Lralnlng can be compleLed ln Lhree dlfferenL ways. 1he flrsL ls grade A Leachers, and Lhls ls
for Lhose who wlsh Lo become pre-prlmary or prlmary Leachers. 1hose who are quallfled Lo Lake Lhls
Lralnlng are lorm lv graduaLes. 1hls Lralnlng may lasL up Lo Lwo years and Lhen lndlvlduals are able Lo
Leach. 1he second opLlon ls dlploma Leachers, Lhls ls for Lhose who are seeklng a poslLlon ln a secondary
school. 1hese lndlvlduals wlll spend Lwo years ln college Lo recelve Lhelr dlploma ln educaLlon. 1he Lhlrd
opLlon ls degree Leachers, Lhls ls Lhe hlghesL level of Leacher cerLlflcaLlon. 1hose who are lnLeresLed ln
Lhls wlll be ln college for Lhree Lo four years and wlll llkely Leach ln a secondary school or Leacher
Lralnlng college (8halalusesa). Also, Lhls cerLlflcaLlon ls equlvalenL Lo a 8achelor's degree (lnglalmo,
2012).
orLfollo M1P 496 72

1eacher preparaLlon ln 1anzanla requlres a loL less Llme and Lralnlng Lhan ln Lhe u.S. uoes Lhls
mean Lhey are less prepared for Lhe [ob? WhaL Leachers are capable of does noL always depend on how
long Lhey wenL Lo college or how long Lhey have been Leachers. 8uL, from my own experlence Leachers
ln Lhe u.S. are very much so Lhe opposlLe of mosL Leachers ln 1anzanla.
l seem Lo flnd LhaL Lhose ln Lhe u.S. who become Leachers are dolng so because Lhey en[oy
helplng chlldren learn and grow. 1hey wanL Lo help shape Lhe fuLure of our counLry ln Lhe besL way Lhey
can. 1eachers ln Lhe u.S. appear Lo spend a loL of Lhelr own Llme on preparlng for Lhelr classes. lL has
been found LhaL Lhe average Leacher works 33 hours a week. 1hls means Leachers are spendlng around
2 Lo 3 hours of Lhelr own Llme worklng, llkely plannlng for Lhelr nexL classes (SLrauss, 2012). Lven ln Lhe
1990s slmllar research was conducLed LhaL found slmllar resulLs. lL was found LhaL publlc school Leachers
spenL 11 hours ouLslde of school worklng on school Leachlng asslgnmenLs (8ossl, 1994). Whlle ln
1anzanla, noL much research has been done on Leachers' preparaLlon for Lhelr classes.
lrom whaL l had seen, Leachers ln 1anzanla were noL passlonaLe abouL Lhelr [ob compared Lo
Leachers ln Lhe u.S. 1eachers ln 1anzanla spend Lhelr free Llme beLween classes chaLLlng on Lhelr cell
phones or slLLlng ouLslde. MosL Leachers l lnLeracLed wlLh Look Lhe one LexLbook Lhey had and read
dlrecLly from lL Lo Lhelr classes. 1hls was all Lhey ever dld, so why would Lhey need Lo prepare? MosL of
Lhe Leachers would show up Lo class laLe, or noL aL all. 1hey dld noL Lake Lhelr [obs serlously and,
unforLunaLely, LhaL negaLlvely affecLed Lhelr sLudenLs. SLudenLs were noL LaughL much of Lhe maLerlal
Lhey needed, whlch surely dld noL help Lhem when Lhey Look Lhelr annual exams.
1eachers ln boLh counLrles seem Lo show many dlfferences. 8uL, Leachers ln boLh counLrles do
share slmllarlLles. lor example, 1anzanlan and Amerlcan Leachers have Lo go Lhrough some schoollng Lo
become cerLlfled Lo Leach. Lven Lhough 1anzanlan Leachers spend half Lhe amounL of Llme u.S. Leachers
do ln college, almosL all are college graduaLes. 1eachers from boLh places have a lack of resources, whlch
orLfollo M1P 496 73

can be consldered a ma[or lssue ln 1anzanlan schools. Pere ln Lhe u.S. schools sLlll are havlng a hard
Llme replaclng old LexLbooks, provldlng books for each sLudenL, affordlng adequaLe compuLers, and
supplylng enough cerLlfled Leachers for every school (SLudy: oor schools," 2012). ln 1anzanla Lhe lack
of resources ls sllghLly dlfferenL. 1anzanlan schools lack books, Leachers, desks, chalrs, chalk, eLc. Schools
ln 1anzanla do noL have Lhe essenLlals LhaL schools ln Lhe u.S. Lake for granLed.
Ma[or lssues, such as Lhe llmlLaLlons on resources, affecL boLh counLrles. An arLlcle wrlLLen by
Crace Chen descrlbes Len ma[or challenges faclng publlc schools. She llsLs classroom slze, poverLy, famlly
facLors, Lechnology, bullylng, sLudenL aLLlLude and behavlor, no chlld lefL behlnd, parenL lnvolvemenL,
sLudenL healLh, and fundlng (2012). WhaL ls qulLe obvlous ls LhaL almosL all of Lhese lssues can be llsLed
as lssues ln 1anzanlan schools as well.
Schools ln boLh counLrles experlence classroom slzes LhaL are way Loo large for one Leacher or
even space ln Lhe classroom. overLy ls a huge problem for boLh counLrles. ln Lhe u.S., ln 2011, Lhere
were approxlmaLely 22 of sLudenLs comlng Lo school who llved ln poverLy, and l can say from my own
experlence LhaL a ma[orlLy of sLudenLs ln 1anzanla are llvlng ln poverLy (Chen, 2012). lamlly facLors, such
as dlvorced or slngle parenL households, can affecL a chlld's ablllLy Lo learn. 1hls ls a ma[or lssue ln Lhe
u.S., buL ls noL so much an lssue ln 1anzanla, slnce schools and famllles are noL very close. 1echnology
can be seen Lo be an lssue ln boLh counLrles.
ln Amerlca, as clLed ln Crace Chens arLlcle, klds PealLh Culde sLaLes LhaL Lhe sLudenLs are more
Lechnologlcally advanced Lhan Lhelr Leachers, whlch poses problems for Leachers (2012). ln 1anzanla
Lhere ls cruclal demand for access Lo Lechnology slnce Lhe counLry desperaLely needs a Lechnologlcally
skllled workforce. So, Lo supply Lhe demands for Lhese Lechnology savvy lndlvlduals schools are Lrylng Lo
lmplemenL Lechnology educaLlon. 1eachers ln 1anzanla would need Lo be skllled enough Lo Leach Lhe
new ways of uslng Lechnology Lo Lhelr sLudenLs, whlch ls an added problem Lo Lhe lack of Lechnology
orLfollo M1P 496 74

resources ln Lhe schools. 1echnology programs are noL avallable ln mosL schools yeL and whlle 1anzanla
ls growlng Lhls ls a crlLlcal sLep for developlng as a whole counLry (PamllLon, Mahera, MaLeng'e,
Machumu).
1he flfLh lssue Crace Chen descrlbes ls bullylng. As Leachers and fuLure Leachers already
undersLand, bullylng ls a ma[or problem ln u.S. schools Loday. WlLh Lechnology belng easlly accessed ln
Amerlca, sLudenLs are now uslng Lhelr moblle phones and compuLers Lo cyberbully oLher chlldren.
1eachers have Lo deal wlLh bullylng everyday, and wlLh new ways of bullylng Lo arlse, lL seems Lo be a
never-endlng problem (Chen 2012). lor 1anzanlan schools bullylng ls noL an lssue. AfLer spendlng Llme
Lhere l came Lo reallze lf one sLudenL hurLs anoLher lL ls hls or her own problem Lo work ouL wlLh Lhe
oLher sLudenL. lf sLudenLs go Lo Lhelr Leacher when Lhey geL hurL Lhey wlll geL punlshed. l do noL
undersLand why Lhls ls, buL sLudenLs Lold me Lhey were noL allowed Lo Lell Lhe Leacher when Lhey were
hurL. 1herefore, lf one sLudenL ls harasslng anoLher lL ls Lhelr own lssue Lo solve, noL Lhe schools.
1he nexL lssue ls sLudenL aLLlLude and behavlor ls anoLher u.S. lssue ln schools. 1eachers reporL
sLudenLs noL showlng Lhem respecL, whlch causes problems when Lrylng Lo help Lhem learn (Chen,
2012). ln 1anzanla sLudenLs show Lhelr respecL for Lhelr Leachers and any oLher adulL LhaL walks lnLo Lhe
classroom. 1hey all sLand up and reclLe Cood mornlng/afLernoon Slr/Madam." SLudenLs ln 1anzanla
show no slgns of dlsrespecL Lowards Lhelr Leachers.
ln Lhe u.S. Leachers musL Leach enough maLerlal so LhaL sLudenLs pass Lhelr naLlonal LesLs,
requlred by Lhe no Chlld LefL 8ehlnd AcL. 1eachers are flndlng lL hard Lo Leach sLrlcLly for Lhe LesLlng and
reporL noL undersLandlng why LesLlng ls so overly valued ln Lhe u.S. (Chen, 2012). 1eachers ln 1anzanla
essenLlally are dolng Lhe same. 1hey Leach Lhelr sLudenLs exacLly whaL ls golng Lo be on Lhe naLlonal
exams so LhaL Lhelr sLudenLs can reach Lhe nexL sLandard or form. 1eachlng Lhe lnformaLlon LhaL ls on
Lhe LesL, ln 1anzanla, seems be Lhe way ls always ls, so Leachers do noL show any sorL of anger Lowards
orLfollo M1P 496 73

Lhls. Powever, ln Lhe u.S. Leachers do noL llke havlng Lo Leach only Lhe maLerlal on Lhe LesLs, Lhey also
have oLher sLandards Lo address, such as Lhelr sLaLe sLandards. 1he lssue Leachers face from Lhe no
Chlld LefL 8ehlnd AcL wlll llkely always exlsL, unless naLlonal LesLlng ends.
arenL lnvolvemenL ls anoLher solely u.S. schools lssue. 1eachers are reporLlng LhaL Lhere ls no
happy medlum of parenL lnvolvemenL ln a chlld's educaLlon. 1here are Leachers who reporL havlng
parenLs LhaL are Loo lnvolved and some parenLs who are noL lnvolved enough (Chen, 2012). l belleve for
a sLudenL Lo be successful Lhey do need some encouragemenL from school and home. ln 1anzanla Lhe
way parenLs are lnvolved ln Lhelr chlld educaLlon ls by worklng very hard Lo afford Lhelr chlld way
Lhrough schoollng. 1eachers ln 1anzanla do noL show any problems Lowards parenL lnvolvemenL.
1he healLh of a sLudenL can deflnlLely affecL Lhelr ablllLy Lo learn. 1hls ls a problem ln boLh
counLrles, slnce ln Lhe u.S. sLudenLs are becomlng more obese Lhan ever before. 1hls can creaLe many
absences and be hard for Lhe Leachers Lo help Lhese sLudenLs geL back on Lrack (Chen, 2012). SLudenLs ln
1anzanla are faclng many oLher healLh problems, such as malarla. 1anzanla has over 400 mllllon cases of
malarla every year (Mboera, Makundl & klLua, 2007). 1hls means many sLudenLs are ouL of school lll.
1eachers may noL spend Loo much Llme helplng Lhese sLudenLs once Lhey reLurn.
llndlng enough money can be sLressful no maLLer whaL Lhe slLuaLlon. lor schools ln Amerlca and
1anzanla money ls always an lssue. u.S. publlc schools are havlng a hard Llme paylng Lhe Leachers and
supplylng Lhe resources Lhe school needs (Chen, 2012). lor Leachers Lhls means Lhey have Lhe chance of
belng lald off of Lhelr [obs and have Lo go elsewhere Lo Leach. 1eachers ln 1anzanla are noL belng pald
much aL all for Lhe [ob Lhey do. Schools are very LlghL on money and lL ls hard for Leachers Lo Leach whaL
Lhey need Lo wlLh Lhe llmlLed resources LhaL Lhelr school provldes.
1anzanlan schoolLeachers also face one ma[or oLher lssue, whlch ls Lhe language of lnsLrucLlon.
ln prlmary schools Lhe Leachers speak ln klswahlll and ln secondary school Lhey use Lngllsh. now, Lhe
orLfollo M1P 496 76

problem here ls LhaL Lhe Leachers Lhemselves are noL qulLe fluenL ln Lhe language or do Lhey use lL
correcLly. So, Lhe Leachers are passlng along lncorrecL Lngllsh Lo Lhelr sLudenLs. 1eachers also have a
hard Llme geLLlng Lhelr sLudenLs Lo undersLand Lhe maLerlal when Lhelr sLudenLs are sLruggllng wlLh Lhe
language LhaL lL ls belng LaughL (Corro, 2006). 1he only soluLlon ls Lo sLlck wlLh klswahlll as Lhe medlum
of lnsLrucLlon, so sLudenLs do noL have Lo worry abouL LranslaLlng Lhe maLerlal lnLo klswahlll ln Lhelr own
heads. ln Lhe u.S. Lhls problem does noL exlsL, slnce schools are LaughL ln Lngllsh and Lngllsh ls Lhe
language mosL sLudenLs speak aL home.
Cverall, 1anzanla and Lhe u.S. are Lwo very dlfferenL counLrles, buL Lhey share many slmllar
lssues Leachers have Lo face ln Lhe schools. 8oLh naLlons have plenLy of problems Lo work on, posslbly an
endless llsL. 8uL, wlLhln Llme l am sure we wlll wlLness changes ln boLh places.
Standards:
1he hlsLory of sLandards ln Lhe u.S. ls a long process, buL can be easlly found. Pere ln Lhe u.S.
Lhere has been a deslre for hlgher sLandards ln educaLlon for decades. ln 1983 A naLlon aL 8lsk ordered
hlgher sLandards for sLudenLs and a more demandlng currlculum. 1hen ln 1992 sLandards perlod
lnlLlaLlves, whlch esLabllshed conLenL sLandards. SLaLes relnforced Lhe sLandards by conducLlng
performance LesLs. 8y Lhe 2000s naLlonal educaLlon organlzaLlons lmplemenLed new sLandards and
sLaLes began Lo LesL for performance of Lhese sLandards (Clnsberg). ln 2009 Lhe Amerlcan ulploma
ro[ecL, or Au, began worklng on Lhe Common Core SLaLe SLandards, or CCSS, and by 2010 Lhe
sLandards were released (Adp our hlsLory"). 1hese sLandards are used ln forLy-flve sLaLes, Lhe ulsLrlcL of
Columbla, four LerrlLorles, and Lhe ueparLmenL of uefense LducaLlon AcLlvlLy (lorLy-flve sLaLes").
1he hlsLory of sLandards ln 1anzanla ls cerLalnly noL as easy Lo research. lrom my own knowledge from
Leachlng ln Lhe counLry Lhere are sLandards for each sub[ecL LhaL Leachers follow. 1hey were creaLed by
orLfollo M1P 496 77

Lhe MlnlsLry of LducaLlon, whlch was formed ln laLe 2010, and are used ln prlmary and secondary
schools. 1he sLandards are noL very deLalled or sLrucLured (lnLoducLlon Lo moevL"). 1he sLandards book
LhaL l became famlllar wlLh was Lhe sLandards for maLhemaLlcs ln lorm l-lv. lL had a llsL of Lhe Loplcs
LhaL are needed Lo be covered ln each form, along wlLh secLlons wlLh sllghL noLes on whaL should be
LaughL ln each Loplc. 1he enLlre book was very small and noL nearly as Lhorough wlLh whaL sLudenLs
should undersLand as Lhe CCSS.
1he slmllarlLles beLween Lhe sLandards are small. 1he acLual facL LhaL boLh counLrles have
sLandards for each glven grade or form ls one slmllarlLy. 1he conLenL of each seL of sLandards are slmllar,
parLlcularly for maLhemaLlcs. When fllpplng Lhrough Lhe 1anzanlan sLandards you'll flnd LhaL pracLlcally
all of Lhe lnformaLlon Lhere ls also ln Lhe CCSS. lor form one maLhemaLlcs Lhe sLandards address
numbers, fracLlons, declmals and percenLages, unlLs of measuremenLs, approxlmaLlons, geomeLry,
algebra, real numbers, raLlo, proflL and loss, coordlnaLe geomeLry, and perlmeLers and areas. All of Lhese
Loplcs can be found ln Lhe CCSS ln Lhe hlgh school secLlon.
Looklng deeper lnLo Lhe sLandards you can see LhaL Lhe CCSS are much more helpful Lhan Lhe
1anzanlan sLandards. Whlle readlng aL Lhe CCSS lL ls nlce Lo see examples LhaL Leachers can use, whlle ln
Lhe 1anzanlan sLandards Lhere are no examples and very llLLle descrlpLlons. 1he CCSS, for example, has
sLandards for raLlonal and lrraLlonal numbers. Cne sLaLes: Lxplaln why Lhe sum or producL of Lwo
raLlonal numbers ls raLlonal, LhaL Lhe sum of a raLlonal number and an lrraLlonal number ls lrraLlonal,
and LhaL Lhe producL of a nonzero raLlonal number and an lrraLlonal number ls lrraLlonal." (number &
quanLlLy"). lnsLead of slmply sLaLlng raLlonal and lrraLlonal numbers, llke Lhe 1anzanlan sLandards would
say, Lhe CCSS goes lnLo deLall abouL whaL sLudenLs should be able Lo achleve wlLh Lhelr new lnformaLlon
on raLlonal and lrraLlonal numbers.
ln Lhe u.S. Leachers do Lake Lhe sLandards Lhelr sLaLe provldes very serlously. 1hey Leach by
uslng Lhe sLandards as guldellnes LhroughouL Lhe year. lf sLudenLs do poorly on exams, more speclflcally,
orLfollo M1P 496 78

on sLaLe or naLlonal exams, Lhen Lhe Leacher ls Lhe one who ls held accounLable for Lhe sLudenL's grades.
1eachers wlll geL Lhe blame for bad scores on LesLs slnce Lhey are Lhe ones who are Leachlng Lhe
sLudenLs Lhe maLerlal, and lf Lhey neglecL Lo Leach a Loplc or do noL cover a Loplc well enough Lhe
sLudenLs suffer. ln 1anzanla lf Lhe sLudenLs do poorly on Lhelr naLlonal LesLs Lhey do noL hold Lhe Leacher
accounLable. lrom my own experlence l could Lell LhaL Lhe school dld noL belleve lL was Lhe Leachers
who were dolng poorly, lL was Lhe sLudenL who falled so lL ls Lhe sLudenL's own faulL. 1hls ls a polnL of
vlew LhaL ls compleLely opposlLe of Lhe polnL of vlew ln Amerlca. 1hls could be because Lhe sLudenLs ln
1anzanla have so much respecL for Lhelr Leachers, and lf Lhey personally do poorly on a LesL Lhey would
never accuse Lhelr Leacher of Leachlng poorly. 8uL, ln Lhe u.S. sLudenLs and parenLs accuse Lhe Leachers
mosL of Lhe Llme for Lhe low grades sLudenLs recelve.
Cverall, Lhe slmllarlLles are very sllm and Lhe dlfferences are qulLe plenLlful when lL comes Lo Lhe
sLandards Leachers use ln Lhe u.S. and ln 1anzanla. SLandards are always changlng, and hopefully
1anzanla can Lake Lhelr sLandards a llLLle blL furLher and make Lhem more of a resource for Lhe Leachers
Lo use, so LhaL sLudenLs are recelvlng Lhe besL quallLy educaLlon. 1he u.S. can learn a llLLle from 1anzanla
as well. Seelng LhaL Lhe sLudenLs blame only Lhemselves for Lhelr grades could Lruly help Amerlcan
sLudenLs see LhaL lL ls noL always Lhe Leacher who does noL do well. ?ou can Lake your fallures and grow
from Lhem, as sLudenLs ln 1anzanla do everyday.
n|story of Lducat|on |n Mathemat|cs
MaLhemaLlcs has recelved much aLLenLlon ln Lhe u.S. as well as 1anzanla ln Lhe pasL few
decades. 1anzanla ls a newly formed counLry and Lo boosL Lhelr economy Lechnologlcal [obs are seeklng
employees. 1o be ellglble for Lhese new poslLlons lndlvlduals musL go Lo school and Lake maLhemaLlcs
courses. 1echnology ls also a very lmporLanL fleld ln Lhe u.S., Lherefore maLhemaLlcs classes are
essenLlal for Lhose who wlsh Lo pursue [obs ln Lechnology. 1he Leachlng of maLhemaLlcs ln 1anzanla has
noL gone Lhrough as many changes as lL has ln Lhe u.S., slnce how new Lhe counLry ls.
orLfollo M1P 496 79

ln Lhe 1930s and ln Lhe 60s Lhe perlod of new MaLh" became acLlve. Croups of new MaLh
presenLed new currlculum LhaL conLalned loglcal explanaLlons for Lhe maLh pracLlces LhaL were belng
LaughL ln schools. 1hls was Lhe flsL Llme ln hlsLory LhaL maLhemaLlclans were lnvolved ln conLrlbuLlng Lo
grade schools maLhemaLlcs currlculum. Cne parLlcular currlculum group LhaL was very slgnlflcanL ln Lhe
new MaLh perlod was Lhe School MaLhemaLlcs SLudy Croup, or SMSC. 1hls group creaLed currlculums
for elemenLary school maLhemaLlcs, mlddle school, and even hlgh school maLhemaLlcs. AnoLher group
LhaL many Loday are very knowledgeable of ls Lhe naLlonal Councll of 1eachers of MaLhemaLlcs, or
nC1M. 1he nC1M esLabllshed lLs own recommendaLlons for currlculum ln maLhemaLlcs, ln 1939. 1he
new MaLh era was dolng a greaL [ob aL provldlng new currlculum for Leachers Lo use ln Lhelr maLh
classes, unforLunaLely lL dld noL lasL long. 1he new MaLh perlod ended ln 70s slnce lL neglecLed Lo aLLend
Lo baslc skllls. A call for golng back Lo Lhe baslcs was whaL many Leachers wlshed Lo do aL Lhls polnL ln
Llme. 1hrough lLs shorL llfe Lhe new MaLh era had ma[or conLrlbuLlons Lo Lhe conLenL of maLhemaLlcs
classes. Cne conLrlbuLlon Lhe new MaLh perlod had was Lhe lnLroducLlon of calculus classes ln hlgh
schools, someLhlng LhaL ls sLlll here Loday.
In the 1980s mathematics was degrading fast. Students were not doing well in mathematics and
colleges were even advised to lower their entrance standards. Luckily in 1989 the NCTM created their
own standards that would surely help teachers across the nation. These new benchmarks became popular
and were accepted as the new national standards. Teachers and professors, none of which were
mathematicians, created the standards, which are still used today (Klein, 2003).
The Common Core State Standards, or CCSS, are standards that any teacher or pre-teacher are
very aware of. These were released in 2010 and have been adopted by forty-five states (lorLy-flve
sLaLes"). From personal experience with these standards I believe the CCSS is a great resource for
teachers to use, and provide the right amount of topics to be covered at each grade level.
orLfollo M1P 496 80

However, in Tanzania the history of mathematics is not as easy to research. From my own
knowledge I understand that the standards that Tanzania uses are from the Ministry of Education and have
not been modified very much. Having been replaced in 1996 from 1976, shows that the standards went
many years without any sort of updating. But, they have been modified since 1996, in 2005 they were
revised (Eskola, 2005). From looking at the standards for mathematics for Form I-IV, the standards are
very thin on description, and they lack much detail on what teachers actually need to teach.
Comparing the history of mathematics in the U.S. and in Tanzania is complicated since in both
countries many different changes have occurred. Fifty years ago both educational systems were not
anywhere near where they are today. Tanzania has yet to go through many changes as the U.S. has. In the
next fifty years we will see many updates and revisions to mathematics teaching, and hopefully Tanzania
will grow in the field of mathematics, since the country desperately needs individuals who are very
knowledgeable in the subject.
Approaches to 1each|ng Mathemat|cs
1eachlng maLhemaLlcs ln any counLry ls no easy Lask. 1eachers musL spend much of Lhelr Llme
on clarlfylng and revlewlng Lhe maLerlal Lhey presenL Lo Lhelr sLudenLs. MaLhemaLlcs ls noL a slmple
sub[ecL Lo Leach and learn. ?ou can always see sLudenLs sLruggllng wlLh Lhls sub[ecL more Lhan oLher
sub[ecLs no maLLer where you are ln Lhe world. 1he way Leachers presenL Lhe maLerlal Lo Lhelr sLudenLs
can very well affecL Lhelr overall capablllLles of learnlng maLhemaLlcs. 1eachers ln Lhe u.S. and ln
1anzanla cerLalnly Leach Lhe sub[ecL dlfferenLly, wlLh u.S. Leachers Laklng lnLo accounL sLudenLs learnlng
sLyles and 1anzanlan Leachers Leachlng maLh Lhe only way Lhey can.
1eachers ln Lhe u.S. Leach maLh ln many dlfferenL ways LhaL Lhere are no seL or unlversal way
Lhey Leach Lhe sub[ecL. Lach Loplc ln maLh can be LaughL dlfferenLly, for example, ln geomeLry one
Leacher may have Lhelr sLudenLs consLrucL a prlsm and calculaLe Lhe volume, whlle anoLher Leacher has
orLfollo M1P 496 81

sLudenLs calculaLe Lhe volume of prlsms LhaL are slmply problems from Lhe book. ln maLhemaLlcs
Leachers may Lake slmpler more sLrucLured approaches, such as Leachlng sLralghL from Lhe book, havlng
sLudenLs Lake noLes and work on repeaLed problems, whlle oLher Leachers may make Lhelr classroom
more lnLeracLlve and have sLudenLs creaLe Lhelr own reallsLlc problems Lo solve, or have open debaLes
on Lhe way Lo solve a problem. 1here ls no rlghL or wrong way Lo Leachlng maLh, buL one approach
seems Lo be beneflclal for Lhe sLudenLs and LhaL ls Lhe sLandards-based approach.
1he naLlonal Councll of 1eachers of MaLhemaLlcs (nC1M) has creaLed Lhe naLlonal sLandards ln
maLhemaLlcs. 1he sLandards are much more Lhen slmple benchmarks. 1hey provlde enough lnformaLlon
for Leachers Lo declde lf Lhelr sLudenLs are ready Lo move on Lo Lhe nexL level, or sLandard. 1hey work as
sLepplng-sLones LhaL Leachers may use Lo evaluaLe Lhelr sLudenL progress. lL ls easy for a Leacher Lo keep
Lrack of sLudenL's growLh by seelng lf Lhelr sLudenLs are reachlng Lhe goals of each sLandard. 1hls,
sLandards-based approach, has been shown Lo be one of Lhe besL-flL approaches for Leachlng
maLhemaLlcs (Closlng Lhe achlevemenL," 2006).
CLher approaches use modellng as a way Lo Leach maLhemaLlcs effecLlvely. Modellng ln
maLhemaLlcs can be descrlbed as uslng daLa, graphs, charLs, eLc. Lo help solve a problem. More Lhan
llkely modellng ls relaLed Lo real-llfe conLexL, whlch helps lncrease Lhe engagemenL of sLudenLs. 1hls
approach Lo Leachlng maLh can be fun for sLudenLs slnce now Lhey are able Lo see how Lhelr new skllls
Lhey have learned can be used Lo solve problems LhaL occur ln Lhe world, llke annual lncome. CuesLlons
can be asked Lo lnvolve Lhe enLlre classroom lnLo open dlscusslons. Modellng allows sLudenLs Lo brlng
complex and absLracL concepLs Lo llfe." (uecker, 2013). 1hls approach has been used for years ln u.S.
classrooms and ls a greaL way Lo geL sLudenLs mlnds Lo Lhlnk abouL how Lhelr newfound knowledge can
be useful ln Lhe real world.
orLfollo M1P 496 82

ln 1anzanla boLh of Lhese approaches, Lhe sLandard-based approach and Lhe use of modellng
are noL used Loo frequenLly. Whlle l LaughL ln LuLheran 1eLra Secondary School l was able Lo use Lhese
approaches wlLh my maLhemaLlcs classes. 1yplcally Leachers ln 1anzanla use an approach LhaL would noL
be approved of ln Lhe u.S. 1eachers wlll read dlrecLly from Lhe LexLbook and rewrlLe Lhe maLerlal word
for word onLo Lhe chalkboard. SLudenL wlll copy Lhls down and LhaL ls Lhe only way Lhey learn new
maLerlal. Some Leachers lnLeracLed more wlLh Lhelr sLudenLs and asked Lhem slmple quesLlons abouL
Lhe lnformaLlon, such as whaL ls Lhe answer?" and how dld you geL LhaL?"
When l LaughL l Lrled Lo lmplemenL Lhese oLher approaches Lo Leachlng maLh. SLudenLs were shy
Lo answer or dlscuss Lhe maLerlal l presenLed, buL Lhey learned Lo Lalk Lhrough Lhe new Loplc. 8elng able
Lo connecL Lhe maLerlal Lo real llfe conLexLs seemed Lo be helpful for many of my sLudenLs. l was able Lo
glve Lhem measuremenLs of a boy who was sLandlng a cerLaln dlsLance from a bulldlng, whlch was a
cerLaln helghL, and l had Lhem calculaLe Lhe lengLh from Lhe boy Lo Lhe Lop of Lhe bulldlng, or slmply Lhe
hypoLenuse of a rlghL Lrlangle. SLudenLs seemed Lo caLch onLo Lhe maLerlal qulckly when lL was
presenLed Lo Lhem uslng a modellng approach.
1anzanlan Leachers and u.S. Leachers use compleLe opposlLe ways Lo Leach maLhemaLlcs Lo Lhelr
sLudenLs. 8elng able Lo provlde new approaches of Leachlng Lo Lhe sLudenLs ln 1anzanla seemed Lo be
eye openlng for Lhem and helped Lhem Lruly undersLand Lhe maLerlal, raLher Lhan memorlzlng words on
Lhe board. Approaches Lo Leachlng maLhemaLlcs vary from Leacher Lo Leacher or even counLry Lo
counLry and wheLher Lhe approach ls a hlghly researched and successful or very slmple, all LhaL ls
lmporLanL ls LhaL sLudenLs know why Lhe maLerlal ls lmporLanL for Lhem Lo know and are learnlng and
undersLandlng Lhe maLerlal LhaL ls belng presenLed.

orLfollo M1P 496 83

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