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2 pages/β550 words
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APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
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$ 9.5
Topic:
Effective Instructional Strategies for Grade 8 Mathematics
Coursework Instructions:
Effective teachers strategically plan instructional strategies through lesson planning and preparation. A variety of instructional strategies helps to ensure all students are learning.
Select a K-8 grade level and a state math standard. Using the “Class Profile” as a resource, design a lesson using the “COE Lesson Plan Template.” Include strategies learned in this course, including strategies for promoting critical thinking, problem-solving, questioning, mathematical discourse, and academic vocabulary development. Include differentiation for students who would benefit from it, based on needs outlined in the “Class Profile.”
After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy.
Coursework Sample Content Preview:
Section 1: Lesson Preparation
Teacher Candidate Name:
Student Name
Grade Level:
k-8 Grade
Date:
Examination due date.
Unit/Subject:
Mathematics
Instructional Plan Title:
Effective Instructional Strategies
Lesson Summary and Focus:
The main goal of this class would be to help Grade 8 pupils improve their ability to think critically and solve problems. Students should have gained the necessary skills to apply theoretical ideas to practical circumstances by the end of the lesson.
Classroom and Student Factors/Grouping:
There would be thirty Grade 8 children in our class, ages 12 to 15. Five students are enrolled in IEP/504 plans because of their emotional and learning problems. There are no gifted programs offered at our school.
National/State Learning Standards:
8.SP.A.2: Recognize that relationships between two numerical variables are usually drawn and explained using straight lines. Students should be taught the ability to fit a straight line in scatter plots that show linear relationships. Assessing how closely the data points and straight lines are spaced will test the model's fit.
8.SP.A.3: Analyze the equation of a linear model to solve issues by interpreting the gradient and intercept of bivariate measurement data. Students should be able to calculate that a slope of 1.5 cm/hr means an extra hour equals an increase of 1.5 cm.
Specific Learning Target(s)/Objectives:
By the end of the lecture, my intended audience of students would be able to represent and handle uncertain problems using experimental and fictitious probabilities. Students should be able to address mathematical and statistical difficulties by going over separate events.
When used in statistics and probability, "or" and "and" should be distinguished by students.
Students should be able to quickly determine the likelihood of an event after tossing a coin, rolling the dice, and shuffling a deck of cards if given a coin, a dice, and a pack of cards.
Academic Language
Students will learn new statistics and probability terms in this session, including:
* Average
* Median
* Correlation
* Variable
* Event
* Dependent event
* Extrapolate
* Interpolate
* Frequency
* Mode
* Interval
* Range
* Ratio
* Slope
I would introduce and describe these words to my students at the start of each class. I will offer two instances to clarify these concepts to my intended students. I shall sporadically use these terms with them to gauge if students comprehend what I mean.
Resources, Materials, Equipment, and Technology:
* Interactive boards
* Laptops
* Internet
* Textbooks
* Felt pens
* Worksheets
* Screen
* Projectors
* Cards
* Coin
* Dice
Section 2: Instructional Planning
Anticipatory Set
* I will engage in a game of cards to start the class. I will shuffle the cards and ask, "What is the likelihood that the card at the top of the pack is labeled 8 Diamonds?" since most of my pupils are already familiar with cards. Each student would have the chance to provide their thoughts on the likelihood of such ...
Teacher Candidate Name:
Student Name
Grade Level:
k-8 Grade
Date:
Examination due date.
Unit/Subject:
Mathematics
Instructional Plan Title:
Effective Instructional Strategies
Lesson Summary and Focus:
The main goal of this class would be to help Grade 8 pupils improve their ability to think critically and solve problems. Students should have gained the necessary skills to apply theoretical ideas to practical circumstances by the end of the lesson.
Classroom and Student Factors/Grouping:
There would be thirty Grade 8 children in our class, ages 12 to 15. Five students are enrolled in IEP/504 plans because of their emotional and learning problems. There are no gifted programs offered at our school.
National/State Learning Standards:
8.SP.A.2: Recognize that relationships between two numerical variables are usually drawn and explained using straight lines. Students should be taught the ability to fit a straight line in scatter plots that show linear relationships. Assessing how closely the data points and straight lines are spaced will test the model's fit.
8.SP.A.3: Analyze the equation of a linear model to solve issues by interpreting the gradient and intercept of bivariate measurement data. Students should be able to calculate that a slope of 1.5 cm/hr means an extra hour equals an increase of 1.5 cm.
Specific Learning Target(s)/Objectives:
By the end of the lecture, my intended audience of students would be able to represent and handle uncertain problems using experimental and fictitious probabilities. Students should be able to address mathematical and statistical difficulties by going over separate events.
When used in statistics and probability, "or" and "and" should be distinguished by students.
Students should be able to quickly determine the likelihood of an event after tossing a coin, rolling the dice, and shuffling a deck of cards if given a coin, a dice, and a pack of cards.
Academic Language
Students will learn new statistics and probability terms in this session, including:
* Average
* Median
* Correlation
* Variable
* Event
* Dependent event
* Extrapolate
* Interpolate
* Frequency
* Mode
* Interval
* Range
* Ratio
* Slope
I would introduce and describe these words to my students at the start of each class. I will offer two instances to clarify these concepts to my intended students. I shall sporadically use these terms with them to gauge if students comprehend what I mean.
Resources, Materials, Equipment, and Technology:
* Interactive boards
* Laptops
* Internet
* Textbooks
* Felt pens
* Worksheets
* Screen
* Projectors
* Cards
* Coin
* Dice
Section 2: Instructional Planning
Anticipatory Set
* I will engage in a game of cards to start the class. I will shuffle the cards and ask, "What is the likelihood that the card at the top of the pack is labeled 8 Diamonds?" since most of my pupils are already familiar with cards. Each student would have the chance to provide their thoughts on the likelihood of such ...
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