3. How do key learning tasks in your plans build on each other to support student procedural fluency, conceptual understanding, mathematical reasoning, positive dispositions toward mathematics, and the development of related academic language? Describe specific strategies that you will use to build student learning across the learning segment. Reference the instructional materials you have included, as needed. (TPEs 1, 4, 9)
Probability has several components and applications so I have to plan my lesson carefully in order to make it effective. I want my students to be able to understand it conceptually, calculate it correctly, read and understand different notations for it, and be able to use that information to make informed decisions.
I start by introducing key vocabulary so the students will understand the terms I use when teaching the lesson. They complete a page in their vocabulary journals for each new term. On this page they need to include the definition and an example and/or illustration. I have the students write the definition so that they know what the term means, and I have them include an example because it shows them what the term does. They can also reference the example to avoid frustration later when they complete future homework assignments or study for tests at home.
After the vocabulary, I …show more content…
To help counteract this misconception, I will explicitly explain the difference between the two using both definitions and examples. Additionally, when they are asked to think of probability examples for our poster classroom activity, I will approve the first one before they can move on to make sure that it is indeed an example of probability. I will also continue to walk around while they are making their posters so that I can give further explanations to groups that still seem
Probability has several components and applications so I have to plan my lesson carefully in order to make it effective. I want my students to be able to understand it conceptually, calculate it correctly, read and understand different notations for it, and be able to use that information to make informed decisions.
I start by introducing key vocabulary so the students will understand the terms I use when teaching the lesson. They complete a page in their vocabulary journals for each new term. On this page they need to include the definition and an example and/or illustration. I have the students write the definition so that they know what the term means, and I have them include an example because it shows them what the term does. They can also reference the example to avoid frustration later when they complete future homework assignments or study for tests at home.
After the vocabulary, I …show more content…
To help counteract this misconception, I will explicitly explain the difference between the two using both definitions and examples. Additionally, when they are asked to think of probability examples for our poster classroom activity, I will approve the first one before they can move on to make sure that it is indeed an example of probability. I will also continue to walk around while they are making their posters so that I can give further explanations to groups that still seem