Embedded Files
Operations and Algebraic Thinking | Estimated Instruction Time 5 hrs. |
Mini-Lesson Targeted Skill:
Mini-Lesson Targeted Skill:
Engage learners in a targeted content-driven presentation based on a specific lesson, skill of study. Provide a brief explanation of the skill relevance through modeling and demonstrations. Be prepared to remediate and or reteach when necessary.
(15-20 minutes).
The learners will be able to select the appropriate math operations and use them to solve word problems
Instructional Videos: Option 1
Instructional Videos: Option 1
Instructional Videos: Option 2
Instructional Videos: Option 2
(All lesson notes and or annotation should be supported by a topic/ skill driven Outline Template, to assist learners in summarizing the key skills covered).
Materials:
Materials:
Printable Dice Template (maximize copy to 50%)
Colored Pencils or Fine-Tipped Markers
Key Vocabulary:
Key Vocabulary:
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-25 minutes)
The learner groups will identify and demonstrate mini-lesson skill understanding through steps 1:
Step 1: Completing the Word Problem Practice Worksheet Activity using the CUBES Strategies introduced in Video.
introduced in the video and annotate on the subject using the doodle note sheets.
Guided Practice
Guided Practice
Engage with small groups to guide lines of thinking.
(20-25 minutes)
The instructor will engage the learner groups in a short oral formative assessment on steps 1,2,3 and 4
The instructor will start the timer/stopwatch.
Each pair/small group will receive two pre-selected word problems.
The students will work together to identify key mathematical terms that will assist them in solving the problem.
Learners will write two-word problems in complete sentences on chart paper that is presented to the class.
Lesson Flip /Pull-Outs
Lesson Flip /Pull-Outs
Work with the learner to demonstrate mastery utilizing instructor-selected tools through presentation and/or pull-outs.
(20-25 minutes)
At this stage, the learner becomes the instructor by explaining the completed activity and the steps taken towards completion. The learners will give a whiteboard tutorial using the Show Me app of two Functions problems for understanding.
Personal Skill Development
Personal Skill Development
Provide an opportunity for students to utilize online learning tools to facilitate individualized instruction.
(20-30 minutes)
New Readers Press: Kaplan GED Test Prep Book
Complete Lesson 4: Word Problems
Essential Education: Personalized Learning Plan CASAS Goals Academy; GED Academy
Career and Soft Skill Development: Work Essentials Academy
The Probe
The Probe
Provide an opportunity for students to review, ask additional questions, reflect on changes to their thinking, and identify new skills they have developed.
(15-20 minutes)
Activity Reflection:
A-Z Summary (Exit Ticket)
Probing Questions:
Why is understanding mathematical terms are important in solving word problems and how will these skills help you on the GED Test?
How will these skills help you now beyond receiving your high school diploma?
Instructional Evaluation
Instructional Evaluation
(How effective was the instruction today)
Review the learner artifacts and exit tickets from each group. Develop a plan of remediation, reteach and or review.
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