In PDF version:
https://drive.google.com/file/d/1aCtag7yoVAF7GWE4Kp5deXF-QYwpnhSp/view?usp=sharing
In Microsoft Word version:
https://docs.google.com/document/d/1rwV6H-bOq2ZQndBZwUyOS6r7xddsNzrf/edit
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Title The Linear Equation Grade 10 Date 13 Nov 2020 TC Cheryl, ...
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"One Two Three Infinity…." George Gamow, 1988, p. 10 My solution for "The Dishes Problem" is as bel...
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My solution to the puzzle: Figure 1 1. The height of the bike is given. I will determine the length of the bike. That's because I can ...
Thank you for this interesting unit plan, Cheryl!
ReplyDeleteYour rationale for the unit is fine, though some specific examples of parabolic projectile motion will strengthen it. I like your project idea, and I'm glad you have included the start of a marking rubric to assess it! Your assessment plan is reasonable. The sequence of lessons looks very logical and workable.
I think your lesson plans need some adjustment though. In lesson 1, you move through vertical and horizontal translations and dilations of the function/ graph with just five minutes per section. I really don't think that is long enough for students to do more than memorize what you say -- there is not nearly enough time for them to explore these important topics! And most of the lesson involves students sitting passively and listening to what you say, or doing a worksheet or exercise you set them. Could you find a way for students to be more actively involved?
I like the Desmos drawing exercise at the end of the lesson, and I think this could be quite motivating for students to learn how to transform parabolas. Perhaps the first try at this activity could take place earlier in the lesson -- then students might be asking you to help them figure out how to make parabolas behave the way they want them to, and might be ready to experiment with translations and dilations!
ReplyDeleteLesson 2 is a stronger lesson plan, and includes more participatory activities. Again, I really like the Mario parabola example, and I wish that it might be introduced earlier in the lesson to spark interest, and perhaps then be revisited as an activity later in the lesson. Remember that it's not necessary to 'give' students everything they need at the start -- if the knowledge is logically necessary rather than arbitrary, they can have the enjoyment of figuring some parts of it out by themselves, rather than just receiving the knowledge in its completed form from the teacher.
ReplyDeleteLesson 3 is very good! I like your engaging start with folding a rectangular paper into a square and representing the edges as x and (x+8). But how will you account for the negative root with a physical model? Think about that, and perhaps choose a quadratic with one real root or two positive real roots for the very first example, to keep it simple at the start.
ReplyDeleteIt's a smooth transition from paper folding to alge tiles, and you have a nice lesson here. You could also consider bringing in elements of the history of completing the square if you have time -- but that might be trying to squeeze too much into this one lesson. Good work here!
ReplyDeleteYour unit plan is generally in good shape, so there is no need to resubmit it to me. I would just ask you to consider the suggested revisions to the lesson plans (especially lesson 1) before you submit it to your SA and FA. Thanks!
ReplyDeleteHello, Professor Gerofsky, thank you so much for giving me so many constructive pieces of advice. I will make adjustment accordingly, especially for my Lesson plan 1 and the negative root for lesson plan 3. I will also consider your suggestions for my other lesson plans.
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