Math+2

=**Math 2 - Jesse and Rebecca**=

**Link to Lesson:**
http://www.learnnc.org/lp/pages/3958?ref=search

**C:4**
Evidence: The outcomes were combined as one and need to be split up into individual outcomes. Evidence: She has step by step procedure on how to teach and goes into review on things the students need to already know.
 * Provides Clear Lesson Objectives
 * Exhibits sufficient knowledge of the subject topic/content?

**P:5**
Evidence: She addresses individual practice. The problems she assigned students to do individually are like the problems she went over in the lesson. Evidence: She had step by step on what they were to do.
 * Assessments match instructional method
 * Lesson appears to help organize and manage student behavior- -Explains sequence of events and procedures for students

**T:2**
Evidence: The overhead projector and the overhead graphing calculator. Evidence: Students could use the calculators to do the work instead of understanding how to do it by hand. Not all students may have a graphing calculator. Evidence: She uses the overhead graphing calculator the entire lesson. Evidence: teacher tool, she says that students do not have to have a calculator for the lesson but she uses it the whole time she is teaching to show the graphs.
 * Lesson plan incorporates at least 1 technology
 * Discusses possible limitations to technology or potential problems, as well as solutions
 * Provides clear rationale for technology choice
 * Demonstrates understanding of technology as teacher tool or student tool

**PCK:3**
Evidence:Each step she has the students giving predictions or graphing something new or asking them a question. She also shows them graphs the whole time to make sure they know what they are supposed to look like.
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning

Evidence: She doesn't really do this.
 * Demonstrates awareness of possible student misconceptions

Evidence: She points out the relationships between the graphs and previous graphs to make sure students know how to combine things they learn step by step.
 * Presents appropriate strategies for developing understanding of the subject content

**TPK:3**
Evidence: She uses technology but it is outdated.
 * Chooses technologies enhancing approaches (teacher centered approaches) -- Uses technology to present material

Evidence: She did not require students to have the technology of choice for the lesson. Evidence: She used the technology the entire lesson to make demonstrate graphs and connections.
 * Chooses technologies enhancing student learning (student centered approaches) -- Students use technology to explore content and achieve learning goals
 * Provides clear rationale for technology choice to deliver instruction

**TCK:5**
Evidence: yes, a graphing calculator.
 * Chooses appropriate technologies for subject domain (mathematics, science)

Evidence: She uses a graphing calculator to show graphs.
 * Link between technology and content is obvious or explicit

**TPCK:3**
Evidence: It shows students how to make graphs so they can see what they are working with but she/he does a very good job at explaining and giving examples
 * Appropriately uses content, pedagogy, and technology strategies

Evidence: it helps show graphs but it just helps show a very basic understanding
 * Technology enhances content objectives and instructional strategies