Hi, my name is Tonya Greenlee. I am currently pursuing a Bachelor

of Science in Education degree with certification in Middle School

Mathematics from the University of Missouri - St. Louis. Like many

teachers, I wear many hats in my daily life. I am a mother, a wife, a student,

a bookkeeper, and a substitute. I am an active volunteer with the Girl Scouts,

including serving as the Neighborhood Troop Coordinator and Co-Leader of

my daughter’s Junior troop. I currently serve on the Board of Directors and

as Secretary for a non-for-profit organization, which strives to enrich the

lives of at-risk students in our community. My schedule may seem chaotic,

and at times I wonder how I manage, but I would not change a thing. I often

refer to my life as “organized chaos.” Of the many valuable lessons through

my experiences, one stands out the most: Organization is essential to my

survival. I believe this will be one of my strongest assets as a teacher.

Tonya Greenlee

“Education is

helping the

child realize

his

potentialities.”

~ Erich Fromm

Two of my favorite

Inspirational quotes from

Apples & Chalkdust by Vickie Caruana

“Education –

The process through which

teachers influence the

future, one student at a

time. “

~ Tonya Greenlee

“A place for

everything,

and

everything in

its place.”

~ Samuel

Smiles

Tonya Greenlee ~ Writing For Teachers ~ Fall 2012 ~ ENG4880

A Childhood Memory

How Chugger Came to Be

Tonya Greenlee

Fall 2012

After awakening to the sound of roosters and men talking, I crawl out of from under the

warm blankets and leave the comfort of the soft feather bed. The sounds and smells of morning

greet me as I leave the bedroom. The aroma of coffee and breakfast sausage grows stronger as I

walk down the hallway. As I round the corner, I see my Nana working in her kitchen. As soon as

I enter, Nana instructs me to sit down at the table. As usual, her long beautiful hair is arranged in

a neat bun and secured tightly. She is dressed in what she commonly calls her work clothes: a

pair of fitted jeans and button up shirt, with the sleeves rolled up to her elbows. A petite lady

with a gentle heart and a pure Indian heritage; she is the strongest woman I know.

As Nana goes through her morning routine of preparing breakfast, I sit and watch her. She

is very particular about her kitchen and has a morning routine that I dare not disturb. I often sit

and watch in amazement as she works in the kitchen. She carefully measures out the dry

ingredients into a big mixing bowl. Then she reaches into the refrigerator - an old bottom drawer Amana - and

pulls out a container of farm fresh eggs and a pitcher of buttermilk. I now know that she is making my favorite

breakfast: buttermilk biscuits and sausage gravy. She pours the buttermilk into a measuring cup and begins to

stir the ingredients. Using one hand, she carefully cracks each egg into the mixing bowl. She works steadily,

but with grace that makes the act of cooking look like an art.

Setting the dough aside, she removes the heavy cast iron skillet from the stove. The skillet contains

sizzling pork sausage patties: a product of the farm. Slowly she tilts the skillet and pours some of the sausage

grease into a pan. I have seen her do this before; this will be used to make delicious country sausage gravy to

cover the buttermilk biscuits. My mouth is watering as I eagerly watch the preparations of my favorite meal.

After setting the skillet onto the back burner, she dumps flour onto the butcher block countertop. Not in

a carefree way, instead in a small neat pile that allowed very little to escape. With one hand she smoothes out

the flour; while the other hand reaches for the bowl of dough. She tosses the dough onto the floured surface.

Working with her bare hands, she kneads the dough into a round ball. Once the dough is ready, she grabs her

rolling pin and mat from the bakers rack.

After flouring the surfaces, she begins to turn the ball of dough into a smooth flat sheet. Nana stops and

turns to me to ask “would you like to cut the biscuits?” I am so excited; I actually get to help. Eager to begin, I

grab the biscuit cutter and start pressing it into the dough. Nana yells: “Stop child!” Startled by her stern voice,

I dropped the biscuit cutter onto the countertop. While I am not afraid of Nana, I do not want to make her mad

or disappoint her. “Child, we want to make as many biscuits as possible without having to rework the dough.

Try to make your circles almost touch. Then we will have plenty of biscuits to eat all day long. We have a new

batch of fresh blackberry jam to try.” This sounds like a wonderfully delicious plan.

Proud that I am able to use almost every bit of dough to make the biscuit rounds, I set down my cutter to

wait for Nana’s approval. It seems like an eternity. As she approaches, I feel my stomach flutter. I hope she

approves. She removes the biscuit rounds from the mat. Smiling as she places them onto a baking sheet and

then into the oven. Her smile is my sign of approval. “Go tell your Daddy and Grandy to wash up, breakfast is

near done,” she says in a softer gentler tone.

Daddy and Grandy are sitting on the back deck. As soon as I open the door, the stench of the cigars

mixed with the aroma of strong coffee fills my nostrils. They are discussing politics: a subject that bores me.

“Nana said breakfast is near done and you boys need to wash up” I said in my best grown up voice. Grandy

directs me to sit and talk with “the boys”. As soon as I sit down, Grandy asks “little lady, what do you want to

do today?” Daddy laughs and replies exactly what I was thinking, “she wants to go horseback riding.” Guess

I’ve become predictable in my young age. Anxious to see what the day has in store, I decide to go wash up for

breakfast. Grandy and Daddy continue to talk about the horses and about taking me riding after breakfast.

Breakfast consists of the best homemade buttermilk biscuits ever made, rich and creamy sausage gravy,

perfectly fried sunny-side up eggs, and fresh seasoned sausage patties. My Nana is the best cook. As we sit at

the dining room table, Nana reminds me of my manners: “chew your food and savor the flavors, not eat like a

horse!” The food is amazing but the idea of horseback riding is foremost in my thoughts. I just want breakfast

to be over so Daddy will take me riding.

After breakfast, I work quickly to help Nana clean up the dishes from breakfast. Careful not to drop

anything, I carry the dirty dishes from the table to the kitchen. After scraping the scraps into a bucket – slop for

the dogs – I set the dishes in the sink. Next I have to rinse each dish and stack them; Nana will wash and dry

them. It is time for me to go get dressed for the day.

Summer vacations and holidays are usually spent at my grandparents’ farm. Noisy cows, stinky pigs,

stubborn mules, chickens, and beautiful horses are all present. The horses are my favorite. I am always amazed

by their grace and beauty; they remind me of Nana. During every visit, I beg my Daddy to take me to see the

horses. Sometimes Daddy even takes me for a ride on the horse. I usually sit in front of him on the saddle, so

he can hold on to me as we ride through the trails.

This morning is different though. Daddy and I began the long walk to the stables. About halfway to the

stables, Daddy says “Grandy thinks it’s time for you to learn to ride on your own. What do you think?” This

was the moment I have been waiting for; the moment when I get to break free and ride on my own.

“YEAHHHHH!” and I ran all the way to the stables. We went to the tack room to gather gear for riding. Then

he told me I could choose “my horse.” Since I am young and small, I think my horse should also be young and

small. “Daddy, I want that one!” With just his head poking out from his stall, I could see the star on his chestnut

colored head and his beautiful black mane of hair. With a chuckle, Daddy agreed and led the colt and his horse

into the pasture. Daddy’s horse was a beautifully colored Palomino mare, quite a bit larger than my horse.

Daddy takes this time to explain some of the basics of riding, like how to properly mount the horse and

how important it is to talk to your horse. I am too excited to listen. I just want to go riding. Daddy and I stop in

an open field and he helps me mount my beautiful horse. I start with a slow gait and gain confidence in my

ability to control this animal. I feel so big and proud of my control.

The sun is shining bright, a gentle breeze rustles the leaves, and I am sitting alone on my horse – on top

of the world. SNAP! A branch in the nearby woods falls. Immediately my horse rears up and stands on his

back legs. I hear Daddy yelling “hold on baby.” But he is too late; I fall off my horse and onto the hard ground.

Daddy runs to me, picks me up, dusts me off, and tells me I’ll be okay to just stay there. Then Daddy runs to his

horse and takes off to retrieve my horse, which had ran after he “chugged” me off of him. I stand there alone

and cry softly; it hurt and I lost my horse. Daddy came back riding my horse with his horse in tow.

Despite my pleas to walk back and my complaints of a hurt bottom, Daddy insists I mount his mare and

ride back to the stables. Daddy explains that the colt isn’t completely saddle-broke and was spooked by the

falling limb. “Sometimes you will fall, but you have to get back up and do it again.” We continue the ride in

silence. As we arrive at the stables, Daddy begins unbridling the horses and putting the tack away. I sit and

look over the fields, contemplating my future of horseback riding, or lack thereof.

Grandy arrives at the stables and asks how the ride went. Not wanting my Daddy to tell Grandy of my

fall, I quickly respond “Fine. I don’t want to talk about it.” Hoping that was the end of my misery, I stomp off to

find the new barn kitten. In the distance, I hear Daddy laugh and say “she’s just mad because she fell off the

new colt and I made her get back on with a sore bottom.” This made Grandy laugh too. Now they were both

laughing at me, so I have to respond. “I didn’t FALL off my horse, he CHUGGED me off! It’s not my fault!”

With a hearty laugh, Grandy responds: “So he CHUGGED you off, did he? Then I guess we will have to name

him Chugger.”

Feelings of embarrassment and near tears, I decide to run back to the house; back to my Nana. She can

and will make me feel better. As I run, I can feel the tears stream down my face. I can feel the bruised muscles

of my bottom. Neither of these things will slow me down. I just want to hide for the rest of the day.

As I enter the house and leave the screen door slamming, Nana comes out of the kitchen to see what has

me in such a hurry. “Dear child, what is wrong? Why are you crying? Are you okay?” Between crying and

being out of breath, Nana cannot understand anything I say. She puts her hand on my shoulder and pulls me in

close for a hug. “Calm down and tell me what is wrong.” After clinging to her for a long time – or what seems

to be a long time – I quietly begin to recount the horrific events of my fall and how “the boys” laughed at me.

With a warm smile and another long hug, Nana suggests that I clean up and meet her in the kitchen.

After a long shower and a fresh change of clothes, I do feel a little better. I am still sure I am not riding another

horse in my life. I also do not want to talk to my Daddy or Grandy; well, at least not any time soon.

Nana is sitting at the kitchen table, waiting for me to join her. As I enter, she asks me to sit and talk

with her. When I approach the chair, I notice my pool ring. Nana chuckles and softly says: “The ring will help

your bottom. Do not be embarrassed, even your Daddy and Grandy have fallen off of horses.” This made me

feel better. Slowly, I lowered myself onto the ring. “Nana, please tell me about their falls.” Nana reaches into

the bread basket on the table and pulls out a biscuit. After gracefully spreading fresh blackberry jam onto two

biscuit halves, Nana hands me one half and begins to tell me stories. For the rest of the morning, we sit and

chat. Although at the expense of Daddy and Grandy, laughing makes me feel better.

I can always count on my Nana in setting me straight. I am now ready to face Daddy and Grandy. I will

talk to them when they come down for lunch. This afternoon, I will go riding again. This time I will hold on. I

will not let Chugger toss me again.

Tonya Greenlee “It’s Your Future” – Magazine Edition Career Exploration in the field of Mathematics Rationale

The purpose of this unit is to guide the students in discovering the role of mathematics in real world careers. This unit will provide the students with an opportunity to explore different career paths in the field of mathematics. This unit will introduce the importance of mathematics in obtaining various careers. The students will engage in real-world reading as they seek an answer to the question: ““It’s your future, who will you choose to be (in a math-related career)?” This unit will allow students to create a collaborative finished project using their strengths in various content areas; such as mathematical graphing, computer science, spatial design, and illustrations.

Summary Students will explore various careers in mathematics and select a career path to research. Students will use the researched information to select a career path of personal interest. Students will gather information and statistics on career path of their choice. The students will use the library computers to do this research. The students will combine their mathematical knowledge of data with public writing and technical skills. The students will compile tables and charts displaying years of education needed for career and average salaries of the career. The students will compose a short description about the career path. The students will create a magazine page with the description, the tables, and other points of interest about the career. Students will work together to compile all careers into a special edition of the Green Chronicles, “It’s Your Future; Who Will you Choose to Be?” The finished product will be a classroom edition with each student receiving a copy as a keepsake.

Objectives Students will be able to investigate and explore various career paths related to mathematics. Students will be able to compose a descriptive summary of a career related to mathematics. Students will be able to gather and compile information into a table or chart.

Writing Strategies Brainstorming - Students will engage in brainstorming session to create a list of careers and magazine sections. Writing To Learn – Students will write researched information about their chosen career path. Short Public Writing – Students will compose a short essay about the career path.

Length of Unit 5 days Materials & Resources

1) The School Will Provide a) Computer lab /Internet access b) Printer/Paper

2) The Teacher Will Provide a) Copies of School Internet Usage Policy b) Exploration Links .doc file for students to use c) Career Selection Worksheet d) Magazine Page Requirements Handout e) Binder for classroom edition of magazine f) Copy of Completed Magazine for each student g) Student Project Calendar

3) The Students Will Provide a) Calculators b) Notebook paper and pencil c) Report Cover

Assessment Formative – Students will receive grades on research participation, grammatical and mechanical aspects of written summary. Summative – Students will receive a grade on the completed magazine page.

Name: ______________________________ Date: _______________ Mrs. Greenlee’s 8th

Grade Math

CAREER SELECTION WORKSHEET CAREER: ____________________________

JOB DESCRIPTION:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

SKILLS / EDUCATION REQUIREMENTS Time Involved Estimated Costs

________________________________________ __________________ _________________

________________________________________ __________________ _________________

________________________________________ __________________ _________________

________________________________________ __________________ _________________

Average Annual Salary (find 3 reliable sources and calculate the average):

$___________ + $___________ + $___________ = $___________ /3 = Avg. Salary: $__________

OTHER POINTS OF INTEREST/CONCERN: QUESTIONS?

JOB DEMAND/ SECURITY - Rate of Advancement, Job Availability, Job Stability

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Will employment be available?

Opportunities for advancement?

STRESS/WORK ENVIRONMENT - Health Risks, High Pressure, Physical Risks

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Are there long term risks? Short Term?

Are the risk too high?

*NOTE: The use of a Double-Entry Journal may help guide your search for answers to these questions. For

more information on this writing technique, please ask the teacher.

Excellent Acceptable Unacceptable

Finished

Magazine

Page

Requirements

are met and

displayed on

finished

magazine

page.

50-40 pts

Missing

requirements,

but presented a

finished

magazine page.

39-30 pts

Lacking most

requirements or

unfinished

magazine page

29-0 pts

Written

Summary

No errors.

Information

presented in

proper

grammar

40-35 pts

Few errors.

Information

presented with

few

grammatical

errors.

34-25 pts

Many errors.

Information

presented with

many

grammatical

errors.

24-0 pts

Salary

Calculation

Accurate

5 pts

Wrong

0 pts

Research Followed

directions and

researched

various paths

5 pts

Researched a

few paths, but

failed to follow

directions

4-3 pts

No research, did

not research

various paths or

follow

directions

2-0 pts

“It’s Your Future; Who Will you

Choose to Be?” Fall 2012

For this assignment you will:

explore various careers in

the field of Mathematics

choose a career of interest

to you

research chosen career

compile gather information

o Skills / Education

o Salary/Income

o Job Demand

o Work Environment

Compose a short summary

(1-2 paragraphs) about the

career.

present a magazine page

o There are several

options for page

layouts. You are

the design master

of your page.

BE CREATIVE!

Class will compile all

finished individual

magazine pages into a

Special Edition of the

Green Chronicles. The

original copy will be stored

in Mrs. Greenlee’s

Classroom. Each student

will receive a copy to take

home and share with their

families.

Teacher Project Calendar “It’s Your Future; Who Will you Choose to Be?” Fall 2012

Day 1

Wednesday

Day 2

Thursday

Day 3

Friday

Day 4

Monday

Day 5

Tuesday

NOTES:

Computer Lab

#3.

Teacher

Materials:

- School policy

of Computer

Usage

-Overview of

Unit

- Magazine

Page Handout

w/ Rubric

-Exploration of

Mathematics-

Related

Professions

links file

- Career

Selection

Worksheet

Student

Materials

Needed:

Pencils/Pen

Notebook Paper

Calculator

Report Cover

Students will

bind magazine

edition when

copies are

delivered to

classroom.

@ School:

Computer Lab

Discuss

Guidelines

of Computer

Usage

Exploration of

Mathematics-

Related

Professions

Class

Discussion

about career

paths found

@ School:

Computer Lab

Class

Discussion and

Share Lists

Confirm

Everyone has a

chosen career

path to

research

Career

Research

Career

Selection

Worksheet

@ School:

Computer

Lab

Continue

Career

Research

View possible

Magazine

Page Layout

Options

Explain

magazine

sections and

brainstorm

section ideas.

@ School:

Computer Lab

Select

Magazine

Page Layout

Peer-review of

rough draft

summary

Magazine

Sections are

determined.

@ School:

Computer Lab

Type Summary and

Save as .doc file

Scan/ import images

and data tables onto

Magazine Page.

Send finished page

to

greenlee@school.edu

Print one copy for

classroom copy.

@ Home:

Signs of

mathematics

Jot down a list

and bring

examples to

class.

Interview

(known) adults

on their

occupations.

@ Home:

Find images.

Use your

imagination.

@ Home

Assign Rough

draft

summary

- skills

- education

- avg. annual

income

Peer Review

tomorrow

@ Home:

Assign final

draft of

summary

Create

magazine

section pages

and front/back

cover pages

and a file to

insert all

student pages

into.

@ Home:

No Homework for

the students. Lots for

me:

Compile all students’

magazine pages with

sections and covers

in place and ready to

print.

Grade pages and

record grades.

Send compiled file to

central office for

printing. Students

will bind when

delivered to

classroom.

Teacher Tonya Greenlee Subject Math Level 8th Grade Topic Career Exploration

Objective(s)

Students will be able to investigate and explore various career paths related to mathematics. Students will be able to identify various career paths related to mathematics.

CCSS.Math.Content.8.EE.5 Compare proportional relationships. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. Strategies

Brainstorming - Students will engage in brainstorming session to create a list of math-related careers Materials & Resources

1) The School Will Provide a) Whiteboard/Dry Erase Markers b) Computer lab c) Internet access d) Printer/Paper

2) The Teacher Will Provide a) Exploration Links .doc file for students to use b) Magazine Page Requirements Handout c) Copies of School Internet Usage Policy d) Student Project Calendar

3) The Students Will Provide a) Notebook paper and pencil

Introduction: Teacher will engage students in a short discussion about careers and the field of mathematics. Teacher

will connect today’s lesson to the personal lives of the students through an informal discussion about the jobs their family members hold. Teacher will engage the students in discussion about their future and which career they will pursue.

Activities: 1. Brainstorm Session – Students will participate in a brainstorm session to create a list of mathematically related careers.

Teacher will write the careers on the whiteboard. Teacher will instruct the students to copy the list onto notebook paper.

2. Project Overview and Expectations – Teacher will explain the steps of the project and review the Magazine Page Requirements Handout and Student Project Calendar with the students. Teacher will set the overall expectations for the finished magazine.

3. Computer-Based Exploration of Mathematics-Related Professions – Teacher will review the school internet usage policy with the students. Teacher will instruct students to consider the brainstorm list as possible career paths. Teacher will direct students to use the Exploration Links .doc file to conduct research. Students will research various careers related to mathematics using the school’s computer lab and internet.

4. Share Information - Teacher will lead students in discussion about the information they discovered during their research.

Closure: Teacher will encourage the students to talk with various adults in their lives about their occupations. Teacher will clarify any questions or concerns about the project. Homework: Teacher will instruct students to look for signs of mathematics in real life careers. Teacher will instruct students to compose a list of these signs and careers. This list is due at the beginning of the next class period.

Teacher Tonya Greenlee Subject Math Level 8th Grade Topic Magazine Page Project

Objective(s)

Students will be able to compose a descriptive summary of a career related to mathematics. CCSS.Math.Content.8.EE.5 Compare proportional relationships. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. Strategies

Brainstorming - Students will engage in brainstorming session to create a list of possible magazine sections Short Public Writing – Students will compose a short essay about the career path. Writing To Learn – Students will write researched information about their chosen career path.

Materials & Resources 4) The School Will Provide

a) Computer lab b) Printer/Paper c) Internet access

5) The Teacher Will Provide a) Career Selection Worksheet

6) The Students Will Provide a) Notebook paper and pencil

Introduction: Teacher will connect current lesson with previous lesson by reviewing the final magazine project

expectations. Teacher will remind students to review the Student Project Calendar. Teacher will explain the next step in the project is to conduct research on the chosen career path.

Activities: 1. Share Information – Teacher will engage students in a short discussion about their discovery of careers related to

mathematics. 2. Selection of Career Path – Students will select a career path in the field of mathematics on which they will conduct research.

Teacher will survey students to ensure all students have selected a career path related to the field of mathematics for their research. Teacher will assist students who have not chosen a career path.

3. Computer-Based Research of a Mathematics-Related Profession – Teacher will instruct students to use this Career Selection Worksheet to record data during their research. Students will conduct research using the school’s computer lab and internet. Teacher will assist students who are experiencing difficulty researching their chosen career path.

4. Magazine Sections Brainstorm Session – Students will engage in a short brainstorm session about the “sections” for the finished classroom magazine edition. Teacher will instruct students to record the section ideas and to give thought to these ideas.

5. Magazine Layout Options – Teacher will provide the students with examples of different magazine page layout options. Teacher will help students use the Microsoft Publisher and Print Shop programs.

Closure: Teacher will explain that every student, regardless of chosen career path, can and will create a unique magazine page using the researched information. Teacher will encourage the students to start envisioning their finished page. Teacher will relate the creation of the classroom magazine to the real-life process of a magazine publication. Homework: Day 1: Teacher will instruct the students to find an image to be included in finished magazine page to represent their chosen career path. Teacher will remind students to use their imagination. Day 2: Teacher will instruct the students to compose a rough draft summary of their chosen career path. Teacher will remind the students to include all required information.

Teacher Tonya Greenlee Subject Math Level 8th Grade Topic Career Exploration

Objective(s)

Students will be able to compose a descriptive summary of a career related to mathematics. Students will be able to gather and compile information into a table or chart.

CCSS.Math.Content.8.EE.5 Compare proportional relationships. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. Strategies

Short Public Writing – Students will compose a short essay about the career path. Materials & Resources

7) The School Will Provide a) Computer lab b) Printer/Paper c) Internet access d) Whiteboard/Dry Erase Markers

8) The Teacher Will Provide a) Exploration Links .doc file for students to use b) Career Selection Worksheet

9) The Students Will Provide a) Notebook paper and pencil

Introduction: Teacher will connect the current lesson to the previous lesson through a review of the steps already completed for the finished project. Teacher will remind students to review the Student Project Calendar. Teacher will review the remaining steps necessary to complete the project.

Activities: 1. Magazine Page Layout – Teacher will instruct students to select a magazine page layout. Teacher will instruct students to

save the layout as StudentName_Career.doc.

2. Peer-Review of Rough Draft Summary – Students will exchange rough draft summaries and perform a peer-review of their

classmates’ summaries. Students will give creative and constructive criticism to their classmates. Teacher will guide students

in revising summaries. Teacher will instruct students to make revisions and finalize summaries before the next class period.

3. Magazine Sections Classroom Decision – Students will engage in a short discussion about the “sections” of the finished

classroom magazine project. Teacher will guide the students in selecting sections that are appropriate. Teacher will divide

class into small groups based on the placement of career path and section. Students will work together in small groups to

design the section overview.

4. Compilation of Data into Table/Chart – Teacher will instruct the students to compile tables and charts displaying years of

education needed for career and average salaries of the career. Students will work together in small groups to combine

information for their section into one table/chart for easy reference.

5. Magazine Page - Teacher will instruct students to insert finalized summary. Teacher will instruct students to scan/import

image to represent career path. Teacher will instruct the students to send/save finished page and submit to teacher for

publication.

Closure: Teacher will lead the students in sharing information on their selected career path. Teacher will remind the students that their project will be published and each student will receive a copy. Homework:

Day 1: Teacher will instruct students to make revisions and finalize summaries. Day 2: Teacher will instruct students to bring a report cover to the next class period.

Bloom’s Taxonomy:

Remember: Student will recall knowledge of mathematical calculations, such as averages.

Understand: Students will comprehend the information necessary to complete the project requirements.

Apply: Students will apply knowledge of mathematical averages to salaries from various sources.

Analyze: Students will compare salaries and education requirements for various career paths.

Evaluate: Students will evaluate information about salaries and education requirements from various sources.

Create: Students will create a finished magazine page. Students will compose a short description about the career path.