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What theory or theorists would most strongly support use of this strategy? Like terms may become confused with the concepts of like operations. Student who missed class on prior day may not be up to speed about exponents and the power rules. Students will be questioned to determine comprehension and to provide opportunity for correction and affirmation. Scaffolding should be given by modeling speech and demonstrating on the whiteboard. The terminology may be difficult for the students to build background knowledge. What do you anticipate to be a problem for specific students? Have class as a whole identify the like term. Productive (creation of oral presentations and written texts) Interpretative (comprehension and analysis of written and spoken texts) The students will complete the assigned worksheet and demonstrate their understanding of identifying like terms in a polynomial
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Note meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.Įxplain and model how to identify like terms. This is also a assessment process to see how well the students understand the work given. This will give them the opportunity to show their understanding. Provide one on one assistance to students as needed. Listen to see if students understand the work. Have student work on problem 2-5 (You Do) -10 minutes activity. When calling on a student, give them time to answer) *(stop and ask for student participation for each step. Now let’s work together on the following problem. Interpretative ( Comprehension and analysis of writing and spoken text) The We do section:
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The following algebraic expressions are not polynomialsĪnswer-1 & 3 because they represent quotients, not sums or differences.Īnswer 2 because the exponent is a negative Provide students with samples of polynomials Provide students with samples of monomials
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Use bullet points in each of the three areas below. (includes language and content objectives, comprehensible input, strategies, interaction, feedback.
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Teacher: Presentation/ Learning Activities (Strategy Steps) Visual Scaffolding: providing language support through visual images page 36Īll strategies will be research based and from one of the texts. This is building towards high standard math into beginning of polynomials Real World Connection: How are learning goals relevant to students’ lives? Students will now move to identifying part of polynomials and putting polynomials in order based on the exponents.Student are building on prior knowledge Students have been introduced to polynomials. Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals? Students will know how to add, subtract, multiply and divide when exponents are involved. Students will know the rules for exponents. Pre-Assessment : How will you determine prior knowledge?īecause students have learned how to add, subtract, multiply and divide using the rules of exponent, they are able to build from their prior knowledge to develop a strong understanding on how to evaluate polynomials. Polynomial- is a monomial or a combination of sums and /or differences of monomials Monomial-An expression of the type an n, where a is a real number constant and n is a nonnegative integer Students will apply their knowledge to the independent work given under the “you do “ section. Listening activity to spoken English as we use academic vocabulary and context to identify like terms Work together in class during the “We do section” sharing ideas and thoughts on what is a like term in a polynomial. Namely, they are closed under the operation of addition, subtraction and multiplication, subtract, and multiply polynomials.