Student Learning Objective

.docx

School

Delaware County Community College *

*We aren’t endorsed by this school

Course

220

Subject

Mathematics

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by pearse2112

Student Learning Objective Standard : CC.2.1.7.D.1 Analyze proportional relationships and use them to model and solve real- world and mathematical problems. Learning objective : By the end of the unit, students will be able to identify, understand, and solve both real-world and mathematical problems using proportional relationships. Rationale : In the Pennsylvania Math State Standard Students should have a basic understanding of ratios, how to write them, and an ability to simplify a ratio, find a percentage and understand comparing fractions. Students should also have the ability to work with fractions and find equivalent fractions. This prior knowledge will help them understand ratio concepts and using reasoning to solve problems. I chose this objective because I have been able to spend time with the students these past couple of weeks and I have noticed that they need more assistance with ratios and ratio language. Assessment plan/rubric : Students will be assessed using multiple formative assessments. These assessments will include daily check-in quizzes, observations, exit tickets, and quizzes. These assessments will gauge students' understanding of proportional relationships, their ability to set up and solve proportional problems, and their ability to use this knowledge to real-life problems. Throughout the unit, I will be using daily check-ins that pertain to the content knowledge.

The assessment I will base my data on will be the two major quizzes at the end of each topic. The first will be graded as a benchmark and the next quiz will be taken twice to see if students will improve through different performance tasks such as taking a practice quiz on “Quizizz”, class discussions, one on one instruction. Prior knowledge : Students have already begun to solve proportions, ratios, differences, fractions, and percentages. Most students have done all these with success but a few have not been able to do much at all. There have been numerous progress monitoring “check-ins” that I have access to so I know where the students strengths and weaknesses are. Currently, students are struggling with ratios and the use of ratio language and calculating unit rates. Teaching strategy : How will you scaffold your students’ learning to achieve this objective? Where will you begin? How many steps will you need over what period of time for students to achieve the objective? Over a period of 3 months, students will be learning about proportions and proportional thinking in each of their unit plans. First they will learn how rates and percentages relate to proportional thinking. Students will start with solving word problems that involve percentages (discounts, tips, taxes). Students will then begin to learn how proportions are connected to ratios and rates, what a proportional graph would look like and what types of word problems can we solve with proportions The most important teaching strategy I believe will be incorporating visuals into every lesson. I have found that having the students working on class work and even group work with white boards is very engaging for them. Most of my success in the classroom comes from visual aides on the front board where students will attempt to do problems on their whiteboards. I can circulate and quickly assess where students are. In order to solve proportions, students have to correctly identify what math symbols they need to use, including what order of operations and what mathematical labels. Students will also have to write out their equations correctly with neatness and accuracy. The best way to approach this is by modeling the correct steps for the students and scaffolding for individual students as needed. Another strategy I have been using and will continue to use is the Split screen strategy. For my first lesson attributed to this SLO and unit plan, I had students perform a “check-in”. I quickly assessed where students were by grading them as they went over homework. The top performers went to work more independently with the help of an aide and the students who didn’t do so well gathered for group instruction with me. This helped speed up the process of getting students acclimated to the material which at the time was writing out proportions to solve word problems. Over time, it will help take less time to reach the students objective.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help