Math+1

=**Math 1 - Sarah, Jam, and Casey**=

**Link to Lesson:**
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**C:**
Evidence:
 * Provides Clear Lesson Objectives (5)

Learning outcomes
By the end of the lesson, the students will have reviewed how to solve quadratic equations using the four methods that we have studied in this unit: graphing, completing the square, quadratic formula, and factoring. Evidence: -Prior to this lesson, students will have spent a couple of weeks learning the different ways to solve a quadratic equation. This lesson is designed as a review day. -This lesson can be used as a review for any topic by creating new cards. For example, the game could be used for solving systems of equations by graphing, multiplication/elimination, substitution, matrices, or Cramer’s Rule. Also, the game could be adapted to fit whatever amount of time you wanted.
 * Exhibits sufficient knowledge of the subject topic/content? (5)

**P:**
Evidence: -Students will double check each other’s answers in order to make sure that their opponents have successfully completed their questions in order to move along the board. -At the end of the period, students will turn in their solutions, including work shown, for the questions on the cards that were used for the game.
 * Assessments match instructional method (5)

Evidence:
 * Lesson appears to help organize and manage student behavior- -Explains sequence of events and procedures for students (5)

Pre-activities
Prior to this lesson, students will have spent a couple of weeks learning the different ways to solve a quadratic equation.

This lesson is designed as a review day.

Activities
Quadratic “Chutes and Ladders”
 * 1) The students will be divided into groups of four.
 * 2) Each group will be given a game board, 1 die, 1 pack of quadratic equation cards, and 4 disks to move along the board.
 * 3) On the overhead projector, students will see directions for playing this review game. The directions will read as follows:
 * 1) Draw a card.
 * 2) Roll the die.
 * 3) If you roll a 1 or a 6, then solve your quadratic equation by completing the square.
 * 4) If you roll a 2 or a 5, then solve your quadratic equation by using the quadratic formula.
 * 5) If you roll a 3, then solve your quadratic equation by graphing.
 * 6) If you roll a 4, then solve your quadratic equation by factoring if possible. If not, then solve it another way.
 * 7) If you solve your equation correctly, then you may move on the board the number of spaces that corresponds to your roll of the die.
 * 8) If you answer the question incorrectly, then the person to your left has the opportunity to answer your question and move your roll of the die.
 * 9) The first person to reach the end of the board first wins the game!
 * 10) Good luck!!

**T:**
Evidence: Used overhead projector, however it is outdated.
 * Lesson plan incorporates at least 1 technology (2)

Evidence: N/A Evidence: To display instructions Evidence: Efficient way to display instructions for the class to see
 * Discusses possible limitations to technology or potential problems, as well as solutions (1)
 * Provides clear rationale for technology choice (1)
 * Demonstrates understanding of technology as teacher tool or student tool (1)

**PCK:**
Evidence: Creative way to learn materials and to check the work of other students
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning (5)

Evidence:
 * Demonstrates awareness of possible student misconceptions (5)
 * 1) If you solve your equation correctly, then you may move on the board the number of spaces that corresponds to your roll of the die.
 * 2) If you answer the question incorrectly, then the person to your left has the opportunity to answer your question and move your roll of the die.
 * Students will double check each other’s answers in order to make sure that their opponents have successfully completed their questions in order to move along the board.
 * At the end of the period, students will turn in their solutions, including work shown, for the questions on the cards that were used for the game.

Evidence: Using the differ ent methods helps develop understanding
 * Presents appropriate strategies for developing understanding of the subject content (5)

**TPK:**
Evidence: No current technology
 * Chooses technologies enhancing approaches (teacher centered approaches) -- Uses technology to present material (1)

Evidence: No current technology Evidence: Clear rationale is that students will be able to clearly see the istructions
 * Chooses technologies enhancing student learning (student centered approaches) -- Students use technology to explore content and achieve learning goals (1)
 * Provides clear rationale for technology choice to deliver instruction (3)

**TCK:**
Evidence: Technology used does not pertain to mathematics
 * Chooses appropriate technologies for subject domain (mathematics, science) (1)

Evidence: The only technology used is the overhead projector.
 * Link between technology and content is obvious or explicit (1)

**TPCK:**
Evidence: The content of the lesson is abundant, but the technology does not enhance and reinforce the actual content.
 * Appropriately uses content, pedagogy, and technology strategies (3)

Evidence: Technology only enhances the instructional strategies by providing a way to display the instructions.
 * Technology enhances content objectives and instructional strategies (2)

**Overall evaluation of this lesson: (3) **

 * Because the use of technology was minimal and outdated, we took off 2 points. Overall, we really liked the lesson and thought it would be an effective way to review material, but based on the criteria of the TPACK, the lesson did not fulfill the technology aspect. **


 * COMMENTS: **

This group did a really good job evaluating the lesson. I thought it was good that they mentioned the use of technology, but that the technology that was used was outdated. However, I did not agree with their evaluation here: "Provides clear rationale for technology choice to deliver instruction (3) Evidence: Clear rationale is that students will be able to clearly see the istructions" The technology may be outdated, but it is explained why the technology was chosen. I don't think that this should have been graded as a 3. I would have graded it as a 5 because there was a "clear rationale for technology choice to deliver instruction." I felt as though this group did not rate this part as a 5 simply because the technology was outdated. The type of technology used had nothing to do with this part of the evaluation; instead, it was about why it was used.
 * Comment by Madison Murphy: **