Can you help with Algebra and Lesson Plans?

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Mathematics

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There are a few different parts to this assignment.

Part 1:Research instructional strategies applicable to meeting Maria’s needs established through her identified goals.

Part 2: Design a comprehensive unit plan based on the goals identified for Maria. Complete three lesson plans, using applicable sections of the COE Lesson Plan Template.

Part 3: In 250-300 words, summarize and explain how you plan to involve Maria's parents in meeting her goals. Include a specific at-home activity to help in her continued success.

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Benchmark - Algebra Unit Plan Due Date: May 30, 2018 23:59:59 Max Points: 300 Details: Read the case study to inform the assignment. Case Study: Maria Grade: 9th Age: 14 It is the beginning of the second semester, and Maria is having a great deal of difficulty in her algebra class. She has an understanding of the basic concepts of algebra, but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance level is two years below grade level and her reading performance level is one year below grade level. Maria’s teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home. They have identified the following goals for Maria: Simplify addition, subtraction, multiplication, and division equations (e.g., (2x + 6) (4x + 7) = 6x + 13). Solve expressions with variables (e.g., 3x = -24). Write and solve the algebra equation in a real-life word problem. Part One: Strategies Research instructional strategies applicable to meeting Maria’s needs established through her identified goals. Instructional strategies should include: Explicitly teaching vocabulary Concrete-representational-abstract method Graphic organizers Mnemonic devices The use of assistive technology In 250-500 words, summarize the recommended instructional strategies, rationalizing the appropriateness to Maria's goals, appropriateness in motivating Maria to meet her goals, and specific tips for implementation. Part Two: Unit Plan Design a comprehensive unit plan based on the goals identified for Maria. Complete three lesson plans, using applicable sections of the COE Lesson Plan Template. Your unit plan must include: Sequencing of academic goals and learning progressions. Instructional strategies identified in Part One. Appropriate augmentative and alternative communication systems and assistive technology. Integration of both formative and summative assessment. Integration of an appropriate ELA writing standard related to Maria's third identified goal. Part Three: Home Connection In 250-300 words, summarize and explain how you plan to involve Maria's parents in meeting her goals. Include a specific at-home activity to help in her continued success. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Benchmark - Algebra Unit Plan 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 100.0 %CRITERIA 20.0 %Part No Summary fails to One: Strategies submission. summarize COE: D2, C2.2; strategies, to D5, C5.2 include technologies, rationalize appropriateness to goals, and in motivating the individual with exceptionalities, while weakly describing specific tips for implementation. 10.0 %Part Two: Unit Plan Sequencing COE: D3, C3.1 10.0 %Part Two: Unit Plan Instructional Strategies COE: D1, C 1.2 10.0 %Part Two: Unit Plan AAC and Assistive Technology COE: D5, C5.3 COE: D1, C 1.2 10.0 %Part Two: Unit Plan Assessment COE: D5, C5.6 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% Summary Summary adequately Summary thoroughly inadequately describes and professionally describes recommended describes recommended strategies, to include recommended strategies, to include technologies, strategies, to include technologies, rationalizing technologies, rationalizing appropriateness to rationalizing appropriateness to goals and in appropriateness to goals and in motivating the goals, and in motivating the individual with motivating the individual with exceptionalities, individual with exceptionalities, while clearly exceptionalities, while poorly describing specific while insightfully describing specific tips for describing specific tips for implementation. tips for implementation. implementation. No Unit plan poorly Unit plan Unit plan efficiently Unit plan submission. demonstrates inefficiently demonstrates exceptionally meaningful learning demonstrates meaningful learning demonstrates progressions aligned meaningful learning progressions aligned meaningful learning to the identified progressions aligned to the identified progressions aligned academic goals, for to the identified academic goals, for to the identified the individual with academic goals, for the individual with academic goals, for exceptionalities. the individual with exceptionalities. the individual with exceptionalities. exceptionalities. No Unit plan lacks an Unit plan marginally Unit plan relevantly Unit plan adeptly submission. incorporation of incorporates incorporates incorporates significant significant significant significant instructional instructional instructional instructional strategies to strategies to respond strategies to respond strategies to respond respond to the needs to the needs of the to the needs of the to the needs of the of the individual individual with individual with individual with with exceptionalities exceptionalities in exceptionalities in exceptionalities in in mind. mind. mind. mind. No Unit plan integrates Unit plan unsuitably Unit plan suitably Unit plan submission. unfocused integrates integrates thoughtfully and appropriate appropriate appropriate skillfully integrates augmentative and augmentative and augmentative and appropriate augmentative augmentative augmentative augmentative and communication communication communication augmentative systems and assistive systems and assistive systems and assistive communication technology to technology to technology to systems and assistive support the support the support the technology to support communication and communication and communication and the communication learning of the learning of the learning of the and learning of the individual with individual with individual with individual with exceptionalities. exceptionalities. exceptionalities. exceptionalities. No Unit plan fails to Unit plan Unit plan adequately Unit plan submission. integrate both inadequately integrates both comprehensively formative and integrates both formative and integrates both summative formative and summative formative and assessment, summative assessment, summative promoting assessment, promoting assessment, generalization of learning for the individual with exceptionalities. 10.0 %Part Two: Unit Plan ELA Writing Integration COE: D3, C3.2 20.0 %Part Three: Home Connection COE: D3, C3.3 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 %Research Citations (intext citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 100 % promoting generalization of promoting generalization of learning for the generalization of learning for the individual with learning for the individual with exceptionalities. individual with exceptionalities. exceptionalities. No Unit plan weakly Unit plan fairly Unit plan soundly Unit plan excellently submission. integrates an integrates an integrates an integrates an appropriate ELA appropriate ELA appropriate ELA appropriate ELA writing standard to writing standard to writing standard to writing standard to fittingly fittingly individualize fittingly individualize fittingly individualize individualize learning for the learning for the learning for the learning for the individual with individual with individual with individual with exceptionalities exceptionalities exceptionalities exceptionalities academic goal. academic goal. academic goal. academic goal. No Summary fails to Summary Summary sufficiently Summary thoroughly submission. explain how to insufficiently explains how to explains how to involve the parents explains how to involve the parents involve the parents of of the individual involve the parents of the individual the individual with with exceptionalities of the individual with with exceptionalities exceptionalities in in meeting goals, exceptionalities in in meeting goals, meeting goals, including an atmeeting goals, including an including an home activity to including an appropriate specific appropriate specific help in continued appropriate specific at-home activity to at-home activity to success. at-home activity to help in continued help in continued help in continued success. success. success. No Surface errors are Frequent and Prose is largely free Writer is clearly in submission. pervasive enough repetitive of mechanical errors, command of that they impede mechanical errors although a few may standard, written, communication of distract the reader. be present. The academic English. meaning. Inconsistencies in writer uses a variety Inappropriate word language choice of effective sentence choice and/or (register) and/or structures and sentence word choice are figures of speech. construction are present. Sentence used. structure is correct but not varied. No No reference page is Reference page is Reference page is In-text citations and submission. included. No present. Citations present and fully a reference page are citations are used. are inconsistently inclusive of all cited complete and used. sources. correct. The Documentation is documentation of appropriate and cited sources is free citation style is of error. usually correct.
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Explanation & Answer

Attached.

GCU College of Education

LESSON PLAN TEMPLATE
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

I. PLANNING
Lesson
The lesson focuses on simplifying addition, subtraction, multiplication, and division equations.
summary and
The simplification primarily focuses on solving equations from the lengthy expressions to simple
focus:
expressions which can then be used to obtain the answers for the unknown variables.
Classroom and The student’s algebra level is two grades behind 9th-grade proficiency level. They are also a grade
student factors: behind on the English language proficiency level.
National / State CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and
Learning
information to make important connections and distinctions.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
The student will correctly reduce equations using The student needs an adequate understanding of the previous
lesson plan objectives to effectively understand the activities
the addition, subtraction, multiplication, and
in this lesson.
division functions to come up with simple

algebraic equations.
Agenda:
The lesson will start with the introduction of algebraic
equations and common meanings of the functions
identified. The main part of the lesson will include
demonstrating to the student how equations can be
simplified using the different functions. The student
will repeat the demonstrations.
Academic
Key vocabulary:
Language:
Algebraic expressions, variables,
coefficients, real numbers, rational
numbers, and irrational numbers.
These terms will be taught by
constructing simple English
sentences incorporating them and
then displaying them in algebraic
expression after the sentences.

Instructional
Materials,
Equipment and
Technology:
Grouping:

Formative assessment:
The main formative assessment will include questions which
the teacher will pose to the student during the lesson.

Function:
The function of this
vocabulary is to enhance the
understanding of key verbs
and functions used in the
study of algebra. The student
will show understanding by
replicating the statements in
algebraic expressions.

Form:
The main form of the
language will be written
sentences as well as
algebraic expressions
which, when combined, will
make sense to the student.

The student will mostly utilize the class textbook which has succinct examples of equation
reduction techniques and simplification.

Face-to-face interaction.

Page 1 of 6

II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:

Student needs to have understood basic mathematical operations such as subtraction, addition,
multiplication, and division.
Student will set t...


Anonymous
Really helpful material, saved me a great deal of time.

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