LESSON OBJECTIVE: Students will learn the 3 methods in solving quadratics (Factoring, completing the square, and using quadratic formula)

INSTRUCTIONAL STRATEGIES

1.) Modeling: Since every math class requires examples of a concept, modeling would be a very important instructional strategy to use in my future math class. Thus, to meet the objective, I would provide an example of each method of finding quadratics during my lecture. By note-taking, students will have an example of each method in their notes and then can refer back to those examples when they are having a hard time on their homework of choosing which method would best solve the mathematical problem.

2.) Contextualization: Many math classes require contextualization of mathematical concepts since many students learn better visually. To meet my objective, I would have students graph the given quadratic equation in their graphing calculators to learn how to find the solutions by looking at the graph. Finding the solutions through the use of students’ graphing calculator will help students find the meaning of the material since they would be understanding that quadratic equations are not just numbers and variables, but can actually take the form of a graph.

3.) Metacognitive Development: To meet my objective, I could have students get together in groups of 3-4 to create a powerpoint based on their assigned problem. Students in their respective groups will then figure out which method would work best for their assigned problem, whether that may be factoring, completing the square, or quadratic formula. Once a group has figured out which method works best for their problem, they would all work together to solve the problem on scratch paper. Once the scratch work has been approved by me, each group will make a powerpoint explaining the steps to their problem. Once that is finished, students will present their powerpoint to the class and explain how they have solved the problem through the steps that they have taken.

1) How will you ensure that all students have an opportunity to use the computer?
– To ensure that all my students have an opportunity, I would let everyone take turns using the computer. Although this may sound like a very inefficient method, what I was thinking is that I could open a word document and have 25 math word problems on there. Each student will be assigned a word problem and so when the student who was assigned problem 1 finishes the problem, the student who was assigned problem 2 would go on the computer. This process will go on until the student who was assigned problem 25 is finished. Once the document is complete, it will be printed out and we could all go over the problems as a class to see if there are any calculation errors.

1a)How will you manage the taking of turns? (be very specific, would you have groups, Popsicle sticks??)

– I would have Popsicle sticks. So for the first student that is called out with the popsicle stick, he/she will be assigned to problem 1. For the second student that is called out, will be assigned problem 2, and so on.

2) Think of a topic you would like to teach in class and identify three ways you could have students use computers to study this topic?—Please provide detailed information.

A possible topic I would like to teach may be on solving linear equations. One way I could have students to study this topic is with my method with the one-computer classroom that was previously explained above. I could have a problem posted on a word document. And then one by one, each student will complete the steps to solving a system of linear equations with a timer set for 30 seconds for each student.

Another way I could have students use computers is to check their answers. So once they found the answer to the system of linear equations, they could graph the equations on a graphing site on the computer, and see if their answer corresponds to the computer’s answer.

A third way I could have students use computers is by using something like Kahoot. I could post a system of linear equations problem and then students will work out the problems by hand and then choose the answer that is presented on the Kahoot screen. If none of the answers on Kahoot match the student’s answer, then the student knows that he/she did a mistake.

3) The computer can also be a tool for instruction (by you). How might you use the computer as an instructional tool?

I could use the computer as an instructional tool by creating my own lesson plan with PowerPoint slides and then connecting the computer to a TV/projector graphic to display the instructional PowerPoint slides at a larger screen for everyone to see and follow along.

4) In what ways may use the computer to assist you with your job of being a teacher, beyond what you’ve answered above?

I could use the computer to create things like graphic organizers, direction sheets, and study guides for students. I could also use the computer to communicate with professionals and subject experts via email.

If I had a computer with internet access and a TV, I would connect the computer to the TV so that videos that I have found from the computer can be displayed at a larger scale for everyone to see. I know that in past classes I have taken (especially with math and biology), instructors would often show a video to the class that supplemented their teaching and went in depth of the learning material. The videos often contributed to visual learning. The TV in my math-based classroom can therefore be used, for instance, when I would want to show a video on how to create graphs like hyperbolas, ellipses, and parabolas since I am really poor in drawing on the whiteboard. Thus, the videos that will be presented on the TV from my classroom computer will contribute to visual learning and help those who are more toward the visual learning side.

a) The process of creating my blog went pretty smoothly although it was a tiny bit difficult creating a website name since almost all the names that I wanted for my website were already taken. I eventually had to compromise on a website name that WordPress suggested to me. I was also surprised of how fast the confirmation to activate my blog was sent to my email, since I had previous experiences when an email confirmation took about 5-10 minutes to be sent! So overall, yes, creating my blog went pretty well.

b) What I learned while creating my blog is that you can choose any style theme of your choice, which I thought was nice because of all the various kinds of themes that can enhance the look of your blog. I also learned that you can choose a premium plan which includes access to advanced design tools, the ability to monetize your site with ads, and the ability to upload audio and video files! (But for now, I’ll just stick to the free plan, heh.)

On the evaluating web pages assignment, I learned that not every website I find can be credible. A website’s credibility is one of the most important things to consider when trying to find information on a topic. A websites credibility includes evaluating its authority, accuracy, currency, and objectivity; failing to evaluate a website based on these four categories can lead to looking up information that is biased, stereotypical, not accurate, not reviewed (by editors), and not up-to-date.

This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.

You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.

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