ipl-logo

PBS Teacher Line Lesson Report

849 Words4 Pages

PBS Teacher Line Lesson Robin Muhlstein Co-taught Lesson Title: Using the Quadratic Formula to solve Quadratic Equations Subject Area: Algebra Part 2 Eighth Grade Goal: SWBAT solve quadratic equations by using the quadratic formula. CCSS: A-SSE.3;F-IF.8 Objectives: • Students will be able to recite the quadratic formula, • Students will be able to substitute numbers into the variables of the quadratic formula to solve for the x-intercepts of a parabola. • Students will be able to state three ways to solve quadratic equations (graphing, factoring using the zero product property and quadratic formula) • Students will be able to explain when the quadratic formula is the best method to use to solve quadratic equations. • Prior Knowledge …show more content…

(previously learned concepts) (Co-teacher will review graphing with a checklist that was previously given to students and encourage students to access it) Explicitly state the learning goal that is written on the top of the students’ notes packet, on the board and on the teachers’ homepage. The teacher reads the classes’ agenda that is written on the board and checks off after each activity is completed. Main Activity Students will be given a quadratic equation that is not easily factorable. The zeroes of the function are not easily identifiable. The class will approximate what the zeroes are. (Spiraling the learning) Ask Class: what the zeroes mean? The x-intercepts of the parabola on a coordinate plane) Quadratic Formula Introduced: The formula will be written on the board and the teacher will model how to solve a quadratic equation using the formula. The teacher will “think aloud” to find the constants for A, B, and C. Model substituting A, B and C into the quadratic formula to solve. Use a less complex problem. Have a visual of what the solution refers to (a parabola with the

Show More
Related
359 Words | 2 Pages

From the idea that they know that $x^2 - x$ is equal to $x(x-1)$, I was able to help to construct that knowledge. I also realize that complicated problems are always stressing the child, for this reason, we must first help them to solve the easy problem, once they are familiar with them then we can include the complicated ones. Cooperative learning promotes a positive relationship and communication

Read More
407 Words | 2 Pages

• Misconceptions are commonly seen when the students create number pattern from performing subtraction. Even if they write a wrong number in the third position, the same mistake is likely to continue in all the numbers that

Read More
371 Words | 2 Pages

Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.

Read More
1475 Words | 6 Pages

Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.

Read More
1075 Words | 5 Pages

It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any

Read More
480 Words | 2 Pages

o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.

Read More
537 Words | 3 Pages

“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.

Read More
1584 Words | 7 Pages

Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

Read More
462 Words | 2 Pages

The students write in great detail to help us understand

Read More
1918 Words | 8 Pages

Students will be enriched when assessing the information attained from these

Read More
712 Words | 3 Pages

Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).

Read More
948 Words | 4 Pages

There are four general theoretical perspectives (Slavin, 1995) that have guided research on co-operative learning, namely, (a) motivational, (b) social cohesion, (c) cognitive-developmental and (d) cognitive-elaboration. 1. Motivational Perspective : Motivational perspectives on co-operative learning focus primarily on the reward or goal structures under which students operate (Slavin, 1977, 1983a, 1995). The motivational perspective presumes that task motivation is the single most powerful part of the learning process, proclaiming that the other processes such as planning and helping are determined by individuals’ motivated self-interest. Motivational researchers focus especially on the reward or goal structure under which students operate,

Read More
1622 Words | 7 Pages

PCELL: Let me give you a little bit of background on the project, and particularly why I am here at Tri-C. I don’t know how familiar you are with some changes in developmental and first year undergraduate mathematics. It used to be that everyone took courses that were kind of on a calculus track, even though they were never going to take calculous unless that fit unto their major. So, they took classes like college algebra, finite math and trig, just because we have been teaching them for decades.

Read More
689 Words | 3 Pages

In order to make their learning and assessment ongoing and not episodic, I develop an appropriate curriculum, planning lessons to meet students' learning needs and using inferences about student progress to inform my teaching. I make lessons and assessments a linked series of activities undertaken over time, so that progress is directed towards the intended course goals and the achievement of relevant

Read More
742 Words | 3 Pages

It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.

Read More

More about PBS Teacher Line Lesson Report

Related Topics

Open Document