Prompt 3: Option B

30 Nov 2014 1:20 PM | Anonymous member (Administrator)

Observe or record a mathematics lesson. Use the "Teacher and student actions" chart (p. 56) to evaluate how the lesson applies the Mathematical Teaching Practice Elicit and use evidence of student thinking. What evidence do you see of the teacher and student actions? Where do you see missed opportunities for these teacher and student actions? Give specific examples of evidence of this Mathematics Teaching Practice and way to enhance the practice in future lessons.

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  • 17 Dec 2014 8:15 AM | Deleted user
    I observed a high school math lesson on solving quadratics using factoring. The lesson followed one on solving quadratics using completing the square; this was the 4th method in a list of 5 presented to the students. The students had already learned to factor, the new part was solving by setting to zero. I think in the end students will be encouraged to use varied approaches to solve a quadratic equation. Students made connections between this lesson and previous ones because they have learned about x-intercepts for other functions. I think the students may have been wondering why do you set the equation to zero; this could have been explained easily by the teacher and so helped students remember why set the equation to zero. Also in the middle of the steps for solving is the part about setting each factor to zero; the algebraic reasoning could have been explained and so helped students understand why the step works. This lesson is only part of the study of quadratic equations; after several parts are presented the big picture will need to be put back together in order to clarify for the students.
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    • 11 Jan 2015 12:12 PM | Anonymous member (Administrator)
      Angie, what were some strategies that the teacher used to gather evidence of student understanding?
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