Lesson Planning A Road Trip Analysis

1. How is planning a mathematics lesson like planning a road trip? The article lists 4 phases of planning a lesson. Write at least a paragraph about each phase. Summarize what that phase is about and how it is connected to the theme of planning a road trip. Phase one might take more than one paragraph to summarize.

Phase 1: Lesson Goals

The first step of lesson planning is critical; it is deciding on understanding and comprehensible learning goals for the lesson. The lesson goal serves as the destination for our trip. The lesson is over linear functions with parameters of slope and y-intercept. The students has to write an explanation of the slope of an equation evaluating chirping rates and the temperature. This example allowed the students

The students use representations of linear functions and should relate them to their lives. Speak the Dialect is when the important terms and symbols are implemented. The textbook definitions and your lesson plan definitions need to match up to insure that the students are ready for the National Assessments’. The terms used in this lesson are slope, y-intercept, x and y axis, x and y coordinate, rate, term, factor, and coefficient. The students should not be introduced these terms for the first time on a national exam.

Phase 2: Topic Progression

While planning a lesson plan, the previous knowledge expected is huge. We can not assume that all of the students know the prerequisite ideas, but clarifying and being aware of this knowledge is important in teaching the students. For the sample lesson, the previous knowledge might include already knowing how to define and identify slope-intercept form of a linear equation. Next, for the students who need more of a challenge, examine their ability to calculate slope of a table that skips x and y values.

Phase 3: Student

Justify your choice by answering with a few sentences. Use the information from the article to help you determine the correct level of cognitive demand.

At a paved road, students move through the ideas of condensing and expanding exponents quickly and easily. At a gravel road, students move through the exponent problems smoothly, without making any real-world connections. At a dirt road, students apply effort to solve the expressions and evaluate the exponents. Using real-world problems help the understanding of the expressions. Lastly, on an off-road adventure, students are executing the exponential problems but are struggling, while exploring and analyzing other situations and ideas that may or may not pertain to the problem; this path is unclear.

D) CC Practices (Local Attractions): What Standards for Mathematical Practice will your lesson incorporate? Don’t just list the Practices, explain each choice with a few sentences, similar to the way that it was done in the