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Vertoria Lagroon EDTECH 503 (Summer 2010) Final Instructional Design Project Submitted to: Dr. Jarek Janio August 2, 2010
TABLE OF CONTENTS
Synthesis Reflection Paper ........................................................................................................ 4 Part 1 Topic ............................................................................................................................... 6 1a Learning Goal .................................................................................................................... 6 1b Audience Description ......................................................................................................... 6 1c Rationale ........................................................................................................................... 6 Part 2 Analysis Report ............................................................................................................... 7 2a Description of the Need ..................................................................................................... 7 2b Description of the Learning Context ................................................................................... 7 Part 3 Planning .........................................................................................................................11 3a Learning Objectives ..........................................................................................................11 3b Objectives Matrix Table ....................................................................................................12 3c ARCS Table......................................................................................................................13 Part 4 Instructor Guide ..............................................................................................................15 Introduction ...........................................................................................................................15 Activate Attention ...............................................................................................................15 Establish Purpose ..............................................................................................................15 Arouse Interest and Motivation...........................................................................................15 Preview Learning Activity ...................................................................................................15 Body ......................................................................................................................................16 Activate Prior Knowledge ...................................................................................................16 Present Information and Examples ....................................................................................16 Focus Attention ..................................................................................................................16 Employ Learning Strategies ...............................................................................................16 Guided Practice .................................................................................................................17 Feedback ...........................................................................................................................17 Conclusion ............................................................................................................................18 Summarize and Review .....................................................................................................18 Transfer Learning...............................................................................................................18 Closure ..............................................................................................................................18 Assessment .......................................................................................................................18 Feedback ...........................................................................................................................18 Part 5 Learner Content..............................................................................................................19 5a Learning Materials ............................................................................................................19 5b Formative/Summative Assessment Materials ...................................................................20 Copyright 2010, Vertoria D. Lagroon
EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT 5c Technology Tool Justification ............................................................................................20 Part 6 Formative Evaluation Plan ..............................................................................................21 6A Expert Review ..................................................................................................................21 6b one-to-one evaluation .......................................................................................................21 6c Small Group Evaluation ....................................................................................................21 6d Field Trial..........................................................................................................................22 Part 7 Formative Evaluation Report ..........................................................................................23 7a Evaluation Survey.............................................................................................................23 7b Expert Review Report .......................................................................................................27 7c Comments on Change ......................................................................................................27 Part 8 AECT Standards Grid .....................................................................................................28 Appendix ...................................................................................................................................34 Appendix A: Needs Analysis Survey ......................................................................................35 Appendix B: Learner Description Survey ...............................................................................41 Appendix C: Lesson Warm-Up Exercises ..............................................................................45 Appendix D: Motivational Script .............................................................................................46 Appendix E: Note-Taking Organizer ......................................................................................47 Appendix F: PowerPoint Packet ............................................................................................49 Appendix G: Guided Practice Worksheets .............................................................................72 Elimination Using Addition Practice ....................................................................................72 Elimination Using Subtraction Practice ...............................................................................74 Elimination Using Multiplication Practice ............................................................................76 Parallel and Coincident Lines with Elimination Practice......................................................78 Appendix H: Transfer Learning Packet ..................................................................................80 Mobile Service Plans and Providers ...................................................................................80 Application Worksheet .......................................................................................................81 Appendix I: Assessment Quiz ................................................................................................83 Appendix J: Works Cited .......................................................................................................85
final design project, I created instruction for a highly procedural lesson. I used an acronym as a method of employing learning strategies. Prior to the course, I may not have given the lesson that much thought. However, employing learning strategies during instruction will help me be a better teacher and my students be more successful. In the future, I will refer back to the knowledge and skills that I acquired as a result of this course and apply them in my career as a classroom teacher. I will incorporate the suggested components of an instructor guide in my lesson plans and future instruction. I will take the time to plan for ways to employ learning strategies in my lesson, as I feel this is the area in which I will reap the most benefit as a teacher. Overall, I feel that I learned a lot of valuable information about instructional design from this course. Reference Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons
PART 1 TOPIC
1A LEARNING GOAL The students will find the correct solution to a minimum of 7 out of 10 problems involving solving systems of equations using the elimination method. 1B AUDIENCE DESCRIPTION The learners for this instructional design project are ninth graders at McCormick High School located in McCormick, SC. McCormick High is a secondary school within the McCormick County School District that instructs grades ninth through twelfth. 1C RATIONALE The topic for this instructional design project was chosen because a need exists for a more efficient way to teach Algebra topics to ninth graders. Presently, freshmen are enrolling in Algebra courses in which they have not mastered the prerequisite skills for. Instruction is needed that will counteract this dilemma and allow mastery of grade-level content. The instruction will take on a supplantive approach. The supplantive strategies were elected primarily because the learning goal falls in the field of mathematics, a scaffolding subject. A relatively supplantive, didactic, expository approach, rather than a highly generative, discovery approach, seems to be best for teaching procedures (Smith & Ragan, 2005). Also, the learners possess less prior knowledge and a limited repertoire of learning strategies. According to Smith and Ragan, it is expected that they will be more successful using the supplantive approach (2005). The design of this instruction will involve much facilitation and prompting for the learners. Strategies for procedural learning will be employed. The learning goal involves a complex procedure that is used under the broad concept of linear equations; therefore the major instructional strategy is procedural. Solving a system of linear equations is an algorithm with definite, ordered steps. Similar to most problems in mathematics, the learning goal includes a series of steps that the problem-solver should take for increased success. The process requires learners to use decision points while in route of finding the correct solution. Learners will have to analyze the mathematical situation during many steps and then determine the appropriate next step to take.
A needs analysis survey was developed for potential learners to take in order to assess prior knowledge and prerequisite skills needed to achieve the learning goal. Certain skills are needed to establish readiness to receive instruction. For this particular learning goal, those skills are: graphing linear functions, solving multi-step equations, solving equations for a specific variable, and evaluating expressions. The needs analysis survey consists of 20 questions addressing the skills mentioned above. See Appendix A.
The results of the needs analysis survey were consistent. Most all survey takers had an adequate knowledge of evaluating expressions for given variables. However, the learners performed poorly in the areas of graphing linear functions, solving multi-step equations, and solving equations for a specific variable. Approximately thirty-one percent of survey takers were proficient in all prerequisite areas. The results of the needs analysis survey suggest that there is a need for new instruction. 2B DESCRIPTION OF THE LEARNING CONTEXT
Learning Context
What are the characteristics of the classes and facilities that will use the new instruction?
The instruction for this design project will take place at McCormick High School. The instruction will occur as a part of five Algebra 1 classes with approximately 12 to 21 students, taught by a South Carolina certified math teacher. The proposed math teacher to deliver this instruction has over thirty years teaching experience. This instruction will be merged into the existing Algebra 1 curriculum, which is adopted from Anderson 5s curriculum guide.
What hardware is commonly available in the potential learning environments?
Hardware that will be utilized during the delivery of instruction include a SMART boardTM, LCD projector (Epson EX71 WXGA Multimedia), and a laptop (Dell Latitude E6410). The following software applications will be used on the laptop: Microsoft Office PowerPoint, Adobe Reader, Windows Media Player, and Quicktime Movie Player. Students will have access to a class set of 22 graphing calculators (TI-83+).
McCormick High School is a school with the McCormick County School District, whose mission is to ensure that each student receives a quality education and becomes a productive citizen by providing an educational environment that utilizes all available resources within our diverse, rural community surrounded by national forests and lakes. McCormick High Schools respective mission is teaching and learning through rigor, relevance, and relationships. The overall goal and expected outcome of this new instruction is to increase the passing rate of the Algebra 1 end-of-course test (EOC) and High School Assessment Program (HSAP) as well as strengthen the math department. The new instruction relates to the organizations missions in that it directly corresponds to math instruction and sets to increase learning, which will ultimately raise standards tests scores. Primary decision makers within the organization include the district Superintendent, McCormick High School Principal and Assistant Principal, district Director of Instruction for grades 6th through 12th, district Special Needs Coordinator, and the Executive Director of Finance.
Transfer Context
The learning goal of solving systems of linear equations has many applications or realworld uses. A specific application that will be relevant for the learners is calculating the best cell-phone plan or coverage provider. Oftentimes, mobile plans will have a base rate for a definite amount of minutes and then a rate for every minute beyond your plans limit. Equations can be written to algebraically express the terms of these plans. When these systems of equations are solved, the solution gives us the point where the price of the plans is the same. From the solution, one can infer which plan is the better deal or which one gives you the most minutes for your money. As the learners are statistically great communicators and mobile phone users, having this skill can potentially save them a lot of money in the future.
FIGURE 1: ILLUSTRATION OF TRANSFER CONTEXT - COMPARING MOBILE PHONE COMPANY PRICES USING SYSTEMS OF LINEAR EQUATIONS HTTP://2SHORT.NET/RN
Prices of all types of companies can be compared through solving systems of linear equations. Learners can transfer context through determining which car rental company to use in an emergency. Much like the cell phone coverage example, learners can write equations to express the companys rates and then find the solution. Other applications include: profit, motion, and work problems.
Description of the Learners
The learners will be incoming freshmen, ranging from 13 to 15 years of age. Approximately 88% of the learners are Black, non-Hispanic which is forty-nine percent higher than the state average. The remaining 12% are White, non-Hispanic which is forty-one percent below the state average. Sixty-seven percent of the learners are eligible for free or reduced lunch. This information was provided by the school district.
Student Ethnicity
12%
88%
51% 67%
Learners were given a survey that addressed more socio-economic demographics, such as household size and highest educational level attained by parents or guardians. The survey was also used to determine their attitudes towards mathematics and their recent experiences in mathematic courses. Questions were asked about instructional preferences and how the learners felt they learned mathematical content best. Statistically, many students do not see the relevance of Algebra and have encountered negative experience with mathematics. This can be a precursor for math anxiety, which is an emotional reaction to mathematics based on a past unpleasant experience which harms future learning (Professor Freeman Western Wyoming Community College). Studies show that one-half of all students in a developmental mathematics class suffer forms of this type of anxiety. Two eighth-grade math classes completed the survey using Google Forms: http://2short.net/rP. See Appendix B. The results of the survey are as followed. Approximately thirteen percent of the survey takers had parents that achieved a college degree or higher. The average household size was four people. According to Professor Freemans guide to the math anxiety survey, approximately 47% of the students surveyed have math anxiety.
Along with the survey discussed above, a sample of the learners was asked to complete a survey originally designed by Dr. Carolyn Hopper to assess math study skills. The location of the survey is: http://2short.net/rO.
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PART 3 PLANNING
3A LEARNING OBJECTIVES 1.0 Learners will be able to accurately perform properties used in the elimination method of solving systems of equations. 1.1 Learners will be able to accurately employ the addition property of equality. 1.2 Learners will be able to accurately employ the multiplication property of equality. 2.0 Learners will be able to accurately use the elimination method to solve systems of equations. 2.1 Learners will be able to add equations correctly. 2.2 Learners will be able to write equations in standard form. 2.3 Learners will be able to multiply equations to get desired coefficients. 2.4 Learners will be able to solve linear equations. 2.5 Learners will be able to evaluate algebraic expressions for a specific value. 2.6 Learners will be able to confirm accuracy of solutions. 2.7 Learners will be able to write solutions as an ordered pair. 3.0 Learners will be able to predict the outcome of the using the elimination method when solving a system of equations that consist or parallel and coincident lines. 3.1 Learners will be able to compare and contrast parallel and coincident lines. 3.2 Learners will be able to identify conditions within a system of equations that result in parallel lines. 3.3 Learners will be able to identify conditions within a system of equations that result in coincident lines.
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3C ARCS TABLE
Project Goal Statement: The students will find the correct solution to a minimum of 7 out of 10
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Students will be given significant practice to ensure success. C.2 Success Opportunities Teacher feedback and suggestions will offered to students during all parts of instruction. The teacher will allow fast learners to help slower learners. The teacher will explain how through peer and teacher support, students will be successful. C.3 Personal Control Students will be informed of the overall learning goal and how they will be assessed. Teachers will encourage students to be attentive and participate completely in order to guarantee success. SATISFACTION S.1 Natural Consequences Teachers will remind students of the passing threshold for achieving the learning goal. Teachers will remind students that students that do not achieve the learning goal will receive remedial instruction while successful students progress. S.2 Positive Consequences After instruction, students will be able to choose the most economical mobile service plan. Upon successful completion of the learning goal, students will progress to the next unit. S.3 Equity Teachers will stress one hundred percent student success as a lesson goal. High expectations and standards will be held for all students. Instruction will be given in chunks to ensure success at every benchmark in the instruction.
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.
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ACTIVATE ATTENTION 1. Gain the learners attention, by first going over the answers to the warm-up. The warmup will address skills students must possess prior to instruction. A screenshot of the warm-up can be found in Appendix C. 2. Announce the title of the lesson and the objectives. ESTABLISH PURPOSE 1. Announce to the class how they have previously learned that solving equations can help solve problems in the real world. 2. Further explain how solving more than one equation simultaneously (systems) allows us to solve even more real world problems. 3. State upon the completion of the lesson, the students will be able to solve a real dilemma for teenagers by solving systems of equations. AROUSE INTEREST AND MOTIVATION Break from the instruction with a dramatic pause and proceed with the motivational script included in Appendix D. PREVIEW LEARNING ACTIVITY As this instruction is highly supplantive, the lesson overview will briefly outline the events in the instruction. For example, an instructor might say the following:
In this lesson, we will solve systems of equations using the elimination method, which involves addition, subtraction, and multiplication. Finally, you will be able to predict the outcome when solving a systems of equations that consist of parallel and coincident lines. You will practice every step in the process. At the conclusion of the lesson, you will compare actual mobile service plans using the elimination method to solve systems of equations. In a few days you will have a quiz on this lesson and on the chapter test, youll be tested on your ability to accurately solve systems of equations and apply your knowledge in real-world situations.
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BODY ACTIVATE PRIOR KNOWLEDGE Explain to the learners that the elimination method is very similar to the substitution method that they previously learned in that they have the same goal of getting one equation that has only one variable. However, in the elimination method the goal will be achieved by using the skills of adding and subtracting equations. PRESENT INFORMATION AND EXAMPLES The content will be presented in an expository sequence, in four components. You will facilitate a Microsoft PowerPoint presentation using a Smart Board that breaks down instruction into four segments. See Appendix F. Those segments are: addition, subtraction, multiplication, and predicting outcomes. Each segment will include a detailed example for you to walk learners through, followed by an example in which you will merely guide learners through. Segments will conclude with two examples to be done solely by the learners for the purpose of checking for understanding. You may choose to begin the first three segments with included video examples. Between the segments, learners will practice the skills as explained in Guided Practice. FOCUS ATTENTION Learners attention will remain focused by constant questioning and note-taking on a provided graphic organizer. See Appendix E. During the guided examples, ask learners to tell and explain every step in solving the system. This can be done quickly and efficiently through the use of index cards or popsicle sticks with students names on them. 1. Get a stack of index cards or popsicle sticks. 2. Write the learners names on the cards or sticks. (One name per card) It may be necessary to put some students in the stack more than once. This would be a good idea for learners with shorter attention spans. 3. Simply pull a card or stick and address questions to learners whose name is drawn. The randomness keeps learners alert. Also, learners will remain focused in order to successfully complete the graphic organizer. Completion of the graphic organizer could count for a portion of the daily participation grade. EMPLOY LEARNING STRATEGIES As the learning goal is procedural, learners will benefit from a mnemonic device to aid them in memorizing the main steps in the procedure. There are four main steps to solving a system of equations using elimination. The acronym LESS will be used as a mnemonic device to help learners recall the critical steps. Provide learners with a connection between the word Less and the elimination process. We can remember LESS with the elimination method, because sometimes it can be less work for us!
Copyright 2010, Vertoria D. Lagroon
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Like terms aligned (write the system so that like terms are aligned) Eliminate one of the variables Solve the resulting equation for the remaining variable Substitute the value of the variable into one of the original equations and solve for the other variable.
Give learners the note-taking graphic organizer. See Appendix E. The graphic organizer will first, stress the mnemonic device mentioned above; then, separate information concerning eliminating variables using three methods: addition, subtraction, and multiplication. The worksheet will also include a table to compare and contrast properties of parallel and coincident lines as related to solving a system of equations. GUIDED PRACTICE Practice will occur throughout the instruction at the end of the four major segments. Learners will have the opportunity to practice the elimination method using addition, subtraction, and multiplication. Learners will also practice predicting the outcomes of the elimination method: parallel and coincident lines. 1. At the conclusion of each segment, give learners the respective practice sheets. See Appendix G for the four practice sheets and answer keys. 2. Allow students to work in appropriate pairs. 3. It is suggested that learners complete at least five practice problems for each segment. Assign the first five problems and allow early finishers to complete the remaining problems, while other learners finish. 4. Refer students to their notes during practice and continue to emphasize LESS. FEEDBACK 1. Provide motivational and informational feedback. Give positive reinforcement and constructive information. 2. Provide feedback on every step of the LESS procedure. During practice, give learners information so they can determine if they are right or wrong and why they are right or wrong before giving them the correct answer. 3. Give learners information on their progress. Explain patterns of errors to learners and inform them of how close they are to mastering the entire procedure.
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CONCLUSION SUMMARIZE AND REVIEW 1. Review the LESS procedure and briefly summarize the variations in the procedure when learners have to add, subtract, and multiply. 2. Conclude instruction by presenting the sequence of steps a final time for a simple case and then build up to a complex case. 3. Stress again common problem areas for learners to be cautious of like distributing the negative during subtraction. TRANSFER LEARNING Allow learners to apply their new knowledge and skills to a real-life situation through comparing mobile service plans. 1. 2. 3. 4. Provide learners with a listing of current rates for mobile service plans. See Appendix H. Have learners construct systems of equations that align with the given information. Then, have learners solve the systems using the elimination method. Have learners determine the best mobile service plan for you and for themselves.
Learning can also be transferred through similar examples comparing car rental rates and the optional use of the application instructional video that is included. CLOSURE Announce the conclusion of the lesson and thank the learners for their active participation and attentiveness. Also, thank the learners for helping you choose the most cost efficient mobile service plan that matches your communication needs. Express to the learners how confident you are in them that they are now able to be savvy shoppers using Algebra. ASSESSMENT Learning will be assessed to determine whether learners have achieved the goal of the instruction. Learners will be assessed on their ability to apply the procedure when solving a system of equations. Students will complete a quiz on solving systems of equations using the elimination method. See Appendix I for assessment quiz and KEY. FEEDBACK 1. Grade the assessment quiz according to the key and rubric. 2. Return graded quizzes to learners and provide feedback on the percentage correct and number of objectives successfully mastered. 3. Determine weaknesses and provide remedial instruction in those areas where needed.
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Learning Material
Instructor Guide Warm-Up Exercises Motivational Script Note-Taking Graphic Organizer
Purpose
The Instructor Guide is a set of instructions for the instructor to follow when delivering the instruction. These exercises are meant to review prerequisite skills for the instruction and activate prior knowledge. The purpose of this script is to provide the instructor with a guide for arousing interest in the lesson and motivating learners. The purpose of this graphic organizer is to aid learners in processing the new information. Content of this document is meant to help learners employ effective learning strategies. The purpose of these videos are to be extra supplemental material that instructor may choose to use during the instruction. A password and user name will be provided to instructors in order to access the videos. Note: For the sake of this project, the username is idoes1 and the password is x8e4k This is the main component of the instruction. The instructor will facilitate the instruction by allowing the PowerPoint to be the guide. The contents of the PowerPoint is direct, supplantive instruction. The purpose is to provide learners the opportunity to practice the skill of using elimination with addition. The purpose is to provide learners the opportunity to practice the skill of using elimination with subtraction. The purpose is to provide learners the opportunity to practice the skill of using elimination with multiplication. The purpose is to provide learners the opportunity to practice the skill of predicting parallel and coincident lines using elimination.
Elimination (Addition) Worksheet and KEY Elimination (Subtraction) Worksheet and KEY Elimination (Multiplication) Worksheet and KEY Parallel and Coincident Lines Worksheet and Key
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The purpose is to allow learners to apply their new knowledge and skills to a real-life situation through comparing mobile service plans.
5B FORMATIVE/SUMMATIVE ASSESSMENT MATERIALS The following materials will be use for assessment purposes:
Assessment Material
Assessment Quiz and KEY
Purpose
This quiz will serve as a summative assessment to measure the learning and mastery of the learning goal. A key is included for instructors to use to grade the quiz and determine areas of weakness.
Technology Tool
Microsoft PowerPoint
Purpose
This the main component of the instruction is a PowerPoint Presentation. Microsoft PowerPoint software is needed to deliver the instruction. The instructor will facilitate the instruction by allowing the PowerPoint to be the guide. The contents of the PowerPoint is direct, supplantive instruction. The interactive white board and projector will enable the instructor to easily present the instruction to the learners. This technology will allow the instructor to quickly progress and return to components of the instruction as necessary for learners. This technology also allows instructors to easily annotate the instruction while in progress. The purpose of these videos are to be extra supplemental material that instructor may choose to use during the instruction. A username and password will be provided to instructors in order to access the videos. Note: For the sake of this project, the username is idoes1 and the password is x8e4k The calculators will aid learners in making computations in route of finding the solutions to systems of equations.
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time, student motivation, and mastery of the learning goal from practice worksheets. Finally, the instructor and learners would be asked how they feel about the delivery of the instruction and for suggestion on improving the instruction. Delivery of instruction and learning materials would be modified according to the results of the material evaluations. 6D FIELD TRIAL Two Algebra 1 classes will field the instruction. During this field trial approximately twentyfour to fifty-six students will receive the revised instruction. The instructor will follow the modified Instructor Guide and guide learners through the instruction entirely. The instructional designer will observe the instruction and record notes. Evaluation data will be analyzed along with results of the assessment quizzes. The instructor and a sample of the students that participated in the field trial will be interviewed. Questions will be similar to questions from the one-to-one and group evaluation.
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Assessment Quiz and KEY - This quiz will serve as a summative assessment to measure the learning and mastery of the learning goal. A key is included for instructors to use to grade the quiz and determine areas of weakness. Thank you for evaluating the materials and providing feedback! *This survey was created using the template from Cindy Magalio. The survey questions are the questions Cindy Magalio used in an expert review for an instructional design project. http://bit.ly/8XRhI5* The link to the survey is: http://bit.ly/bUykwB
Survey Questions
1. Are the materials and instructions appropriate for the target learners? *
4. Will the student materials support learner success in completing the learning goal? *
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Yes, they will support success Somewhat No, not at all Other:
7. Will the Instructor Guide assist the teacher in leading the students to successful achievement of the learning goal? *
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8. Which materials are the most valuable for completing the project? Please list. *
10. Please describe any other issues, comments or suggestions in detail about the materials used?
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7B EXPERT REVIEW REPORT The overall results of the survey were positive. The Subject Matter Expert (SME) responded favorably to all questions. The SME felt that the learning materials and instructions were appropriate and accurate. The SME responded that the learning materials were arranged in a logical sequence and would support learner success. The SME also responded highly of the instructor guide: answering that it was easy to follow and would lead students to achievement of the learning goal. The SME responded that the most valuable learning materials were the PowerPoint Notes and Packet and the motivational script. She described how the PowerPoint Notes were easy to follow from an instructor and student viewpoint. She detailed how the notes broke the content down into meaningful chunks. The SME responded that the PowerPoint notes could possibly be used in alternative settings where the facilitator may not be a certified mathematics teacher. She stated that the motivational script would gain student interest and focus their attention. The SME responded that instructions concerning the amount of time various activities should take should be included in the instructor guide, as well as the overall amount time needed to complete the entire instruction. The SME raised concerns about the amount of content covered in the instructional design versus the amount of class time, which is fifty minutes. 7C COMMENTS ON CHANGE After meeting with the Subject Matter Expert (SME) and analyzing the expert review survey results, the following changes will be made to improve the instruction. The SME felt that time guides should be included in the instructor guide to inform the instructor on the amount of time each activity should take to complete. I will also add a statement that informs the instructor that the instruction should take 2 class periods to complete, as the district runs on the traditional fifty minute class schedules. The SME suggested that notes on accommodations be included to aid instructors in accommodating learners with special needs. The SME suggested explicitly stating in the instructor guide that assigning less problems for learners with special needs would help with the time component. Those changes will be made. The SME also felt that the assessment quiz was a good tool for measuring student success of the learning goal. However, she felt that a rubric would be better than a key for grading the quiz. The SME determined that learners should be assessed on every step of the procedure and not just the end result. A rubric will be developed and added to the instructional design packet so that every step of the procedure can be assessed. All changes will be made at a later time.
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X X X
X X X
ID Project 2 ID Project 2
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b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.
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4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.
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APPENDIX
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Match each term on the left with a definition on the right. 1. linear equation 2. slope 3. ordered pair 4. solution of an equation A. A pair of numbers (x, y) that represent the coordinates of a point. B. The y-value of the point at which the graph of an equation crosses the y-axis. C. The value of the variable that makes an equation true. D. The ratio of the vertical change to the horizontal change for a nonvertical line. E. An equation whose graph is a straight line .
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6.
7.
8.
10.
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11.
12.
Evaluate each expression for the given value of the variable. 13. for
14.
for
15.
for
16.
for
18.
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19.
20.
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Needs Analysis Survey Key Match each term on the left with a definition on the right. 1. linear equation E 2. slope D 3. ordered pair A 4. solution of an equation C A. A pair of numbers (x, y) that represent the coordinates of a point. B. The y-value of the point at which the graph of an equation crosses the y-axis. C. The value of the variable that makes an equation true. D. The ratio of the vertical change to the horizontal change for a nonvertical line. E. An equation whose graph is a straight line .
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6.
7.
8.
10.
11.
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12.
Evaluate each expression for the given value of the variable. 13. for 2
14.
for
15.
for
-4
16.
for
18.
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19.
20.
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* Required
1. How many people live in your household? * (How many people live with you?)
2. What is the highest level of education your parents or guardians have received? * Check the one that best applies.
some high school high school diploma or G.E.D. some college college degree graduate degree doctorate degree
3. I cringe when I have to go to math class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
4. I am uneasy about going to the board in math class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
5. I am afraid to ask questions in math class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
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6. I am always worried about being called on in math class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
7. I understand math now, but I worry that it's going to get really difficult soon. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
8. I tend to zone out in math class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
9. I fear math tests more than any other kind. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
10. I don't know how to study for math tests. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
11. It's clear to me in math class, but when I go home it's like I was never there. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
12. I'm afraid I won't be able to keep up with the rest of the class. * Rate whether you agree or disagree.
1 Disagree 2 3 4 5 Agree
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13. If I have to learn how to do something, I learn best when I watch someone show me how. * Choose the best answer.
14. I would rather tell how something works than write how it works. * Choose the best answer.
15. If I had to remember a list of items, I would remember it best if I said them over and over to myself. * Choose the best answer.
16. When trying to concentrate, I have a difficult time when there is a lot of clutter in the room. * Choose the best answer.
17. When learning, I prefer information to be written on the board along with visual aids and assigned readings. * Choose the best answer.
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18. I prefer teachers who assign hands-on activities. * Choose the best answer.
19. I can remember more about a subject through the lecture method with information, explanations, and discussion. * Choose the best answer.
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Teacher Says:
Excuse me, class. I need to make a very important phone call before we begin the lesson.
Teacher takes out his or her cell phone and makes several attempts to make a phone call. Teacher appears to get frustrated that phone is not working. Teacher then gives a facial expression that gives students the notion that (s)he has finally discovered the solution to the cell phone problem.
Teacher Says:
(Sadly) Oh no! I just remembered that I didnt pay my phone bill and my service has been disconnected. I have been having an issue of going over my monthly minutes and text messages allowance. I ran my bill through the roof and cant afford to pay it off right now.
Teacher perks up as if (s)he has just had an epiphany gets a bright idea.
Teacher Says:
(happily) After I pay this bill off, I am going to switch plans or service providers. I need to find a plan that fits my communication needs, but also inexpensive. But how will I ever determine which plan is right for my communication habits and budget, with so many plans out there to choose from?
Teacher Says:
The teacher seems to ponder the answer to the question. At the point, the teacher may even take suggestions from students.
Teacher Says:
In todays lesson we will learn how to use systems of equations to compare mobile service plans and decide which plan is the best deal available. I really need your help on this!
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Parallel & Coincident Lines with the Elimination Method Instructions: Write information about parallel and coincident lines as they relate to the elimination method in the respective circles. Write information that is similar between the two in the center. Refer back to this handout while completing assignments and studying.
Parallel
Coincident
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Slide 2
Warm Up Simplify each expression.
1. 3x + 2y 5x 2y 2x 2. 5(x y) + 2x + 5y 7x
3. 4y + 6x 3(y + 2x) y 4. 2y 4x 2(4y 2x) 6y Write the least common multiple. 5. 3 and 6 7. 6 and 8
6
24
6. 4 and 10 20 8. 2 and 5 10
Have this slide displayed on the board at the beginning of class. Gain the learners attention, by first going over the answers to the warmup. The warm-up will address skills students must possess prior to instruction.
Slide 3
Objectives
Solve systems of linear equations using the elimination method. Compare, contrast, and predict parallel and coincident lines using the elimination method.
Announce the title of the lesson: Solving Systems of Equations Using Elimination and the objectives.
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Announce to the class how they have previously learned that solving equations can help solve problems in the real world. Further explain how solving more than one equation simultaneously (systems) allows us to solve even more real world problems. State upon the completion of the lesson, the students will be able to solve a real dilemma for teenagers by solving systems of equations. Break from the instruction with a dramatic pause and proceed with the motivational script included in Appendix D
Slide 5
Hand out the graphic organizer that is to be completed by the learners during instruction. Learners attention will remain focused by constant questioning and note-taking on the provided graphic organizer. See Appendix E SAY: In this lesson, we will solve systems of equations using the elimination method, which involves addition, subtraction, and multiplication. Finally, you will be able to predict the outcome when solving a systems of equations that consist of parallel and coincident lines. You will practice every step in the process. At the conclusion of the lesson, you will compare actual mobile service plans using the elimination method to solve systems of equations. In a few days you will have a quiz on this lesson and on the chapter test, youll be tested on your ability to accurately solve systems of equations and apply your knowledge in real-world situations.
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Slide 6
SAY: Another method for solving systems of equations is elimination. Like substitution, the goal of elimination is to get one equation that has only one variable. To do this by elimination, you add the two equations in the system together. Remember that an equation stays balanced if you add equal amounts to both sides. So, if 5x + 2y = 1, you can add 5x + 2y to one side of an equation and 1 to the other side and the balance is maintained. Since 2y and 2y have opposite coefficients, the y-term is eliminated. The result is one equation that has only one variable: 6x = 18. When you use the elimination method to solve a system of linear equations, align all like terms in the equations. Then determine whether any like terms can be eliminated because they have opposite
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coefficients.
Slide 7
Solving Systems of Equations by Elimination
LESS
L
E S S
Like terms aligned (write the system so that like terms are aligned) Eliminate one of the variables
SAY: There are four main steps to solving a system of equations using elimination. The acronym LESS will be used as a mnemonic device to help you recall the critical steps. We can remember LESS with the elimination method, because sometimes it can be less work for us! READ SLIDE
Slide 8
Segment 1
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You may play optional video at this time by clicking on the hyperlink.
Slide 10
Direct Instruction Example
Solve
3x 4y = 10 by elimination. x + 4y = 2 3x 4y = 10 x + 4y = 2 4x + 0 = 8 4x = 8 4x = 8 4 4 x=2 Write the system so that like terms are aligned. Add the equations to eliminate the y-terms. Simplify and solve for x. Divide both sides by 4.
Step 1
Step 2
Slide 11
Direct Instruction Example Continued Step 3 x + 4y = 2 2 + 4y = 2 2 2
Write one of the original equations. Substitute 2 for x. Subtract 2 from both sides.
Divide both sides by 4. Write the solution as an ordered pair.
4y = 4 4y 4 4 4 y = 1 Step 4 (2, 1)
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Solve
y + 3x = 2 by elimination. 2y 3x = 14 Write the system so that like terms are aligned. Add the equations to eliminate the x-terms. Simplify and solve for y.
During the guided examples, ask learners to tell and explain every step in solving the system.
Step 1
y + 3x = 2 2y 3x = 14 Step 2 3y + 0 = 12 3y = 12
Slide 13
Instructor Guided Example Continued Step 3 y + 3x = 2 4 + 3x = 2 4 4 3x = 6 Write one of the original equations. Substitute 4 for y. Subtract 4 from both sides.
During the guided examples, ask learners to tell and explain every step in solving the system.
3x = 6 3 3 x = 2
Step 4 (2, 4)
Slide 14
Check for Understanding Example 1
Solve
xy=2 3x + y = 14
by elimination.
Write the system so that like terms are aligned. Add the equations to eliminate the y-terms. Simplify and solve for x.
Example to be done solely by the learners for the purpose of checking for understanding.
Step 1
x-y=2 3x + y = 14 Step 2 4x + 0 = 16 4x = 16
x=4
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Example to be done solely by the learners for the purpose of checking for understanding.
-y = 2 -1 -1 y=2
Step 4 (4, 2)
Slide 16
Check for Understanding Example 2
Solve
x + 6y = 8 -x 2y = 0
by elimination.
Example to be done solely by the learners for the purpose of checking for understanding.
Slide 17
Distribute worksheet found in Appendix G Allow students to work in appropriate pairs. It is suggested that learners complete at least five practice problems for each segment. Assign the first five problems and allow early finishers to complete the remaining problems, while other learners finish. Refer students to their notes during practice and continue to emphasize LESS.
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feedback. Give positive reinforcement and constructive information. Provide feedback on every step of the LESS procedure. During practice, give learners information so they can determine if they are right or wrong and why they are right or wrong before giving them the correct answer. Give learners information on their progress. Explain patterns of errors to learners and inform them of how close they are to mastering the entire procedure.
Slide 18
Segment 2
Slide 19
You may play optional video at this time by clicking on the hyperlink.
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Solve
2x + y = 5 by elimination. 2x 5y = 13 2x + y = 5 (2x 5y = 13) 2x + y = 5 2x + 5y = 13 0 + 6y = 18 6y = 18 y = 3 Add the opposite of each term in the second equation. Eliminate the x term. Simplify and solve for y.
Step 1
Step 2
Slide 21
Direct Instruction Example Continued
Step 3 2x + y = 5 2x + (3) = 5 2x 3 = 5 +3 +3
2x Step 4 (1, 3) = 2 x = 1
Write one of the original equations. Substitute 3 for y. Add 3 to both sides. Simplify and solve for x. Write the solution as an ordered pair.
Slide 22
READ SLIDE
Remember! Remember to check by substituting your answer into both original equations.
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During the guided examples, ask learners to tell and explain every step in solving the system.
Step 2
3x + 3y = 15 + 2x 3y = +5 5x + 0 = 20 5x = 20 x=4
Slide 24
Instructor Guided Example Continued
Step 3
3x + 3y = 15
3(4) + 3y = 15 12 + 3y = 15 12 12 3y = 3 y=1
Write one of the original equations. Substitute 4 for x. Subtract 12 from both sides. Simplify and solve for y. Write the solution as an ordered pair.
During the guided examples, ask learners to tell and explain every step in solving the system.
Step 4
(4, 1)
Slide 25
Check for Understanding Example 1 Solve Step 1 3x + y = 1 5x + y = 3 3x + y = 1 (5x + y = 3) by elimination.
Example to be done solely by the learners for the purpose of checking for understanding.
Step 2
Add the opposite of each term in the second equation. Eliminate the y term. Simplify and solve for x.
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Step 3
3x + y = 1
3(1) + y = 1 3+y=1 3 3 y = -2 y = -2
Write one of the original equations. Substitute 1 for x. Subtract 3 from both sides. Simplify and solve for y. Write the solution as an ordered pair.
Example to be done solely by the learners for the purpose of checking for understanding.
Step 4
(1, -2)
Slide 27
Check for Understanding Example 2 Solve x + 4y = 1 x 2y = -5 by elimination.
Example to be done solely by the learners for the purpose of checking for understanding.
Slide 28
Distribute worksheet found in Appendix G Allow students to work in appropriate pairs. It is suggested that learners complete at least five practice problems for each segment. Assign the first five problems and allow early finishers to complete the remaining problems, while other learners finish. Refer students to their notes during practice and continue to emphasize LESS.
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Segment 3
Slide 30
You may play optional video at this time by clicking on the hyperlink.
Slide 31
In some cases, you will first need to multiply one or both of the equations by a number so that one variable has opposite coefficients. This will be the new Step 1.
READ SLIDE
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x + 2y = 11 3x + y = 5
Step 1 x + 2y = 11 2(3x + y = 5) x + 2y = 11 +(6x 2y = +10) 7x + 0 = 21 7x = 21 x=3 Multiply each term in the second equation by 2 to get opposite y-coefficients. Add the new equation to the first equation.
Step 2
Slide 33
Direct Instruction Example Continued
Step 3 x + 2y = 11
3 + 2y = 11 3 3 2y = 8 y=4 Step 4 (3, 4)
Write one of the original equations. Substitute 3 for x. Subtract 3 from each side. Simplify and solve for y. Write the solution as an ordered pair.
Slide 34
Instructor Guided Example Solve the system by elimination.
5x + 2y = 32 2x + 3y = 10
Step 1 2(5x + 2y = 32) 5(2x + 3y = 10) 10x + 4y = 64 +(10x + 15y = 50) Multiply the first equation by 2 and the second equation by 5 to get opposite x-coefficients Add the new equations.
During the guided examples, ask learners to tell and explain every step in solving the system.
Step 2
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During the guided examples, ask learners to tell and explain every step in solving the system.
Step 4
Slide 36
Check For Understanding Example 1 Solve the system by elimination.
3x + 2y = 6 x + y = 2
Step 1 3x + 2y = 6 3(x + y = 2) 3x + 2y = 6 +(3x + 3y = 6) Multiply each term in the second equation by 3 to get opposite x-coefficients. Add the new equation to the first equation. Simplify and solve for y.
Example to be done solely by the learners for the purpose of checking for understanding.
0
Step 2
+ 5y = 0
5y = 0 y=0
Slide 37
Check For Understanding Example 1 Continued
Step 3
x + y = 2 x + 0 = 2 x = 2 x=2
x + 3(0) = 2
Write one of the original equations. Substitute 0 for y. Simplify and solve for x.
Example to be done solely by the learners for the purpose of checking for understanding.
Step 4
(2, 0)
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2x + 5y = 26 3x 4y = 25
Step 1 3(2x + 5y = 26) +(2)(3x 4y = 25) Multiply the first equation by 3 and the second equation by 2 to get opposite x-coefficients
Example to be done solely by the learners for the purpose of checking for understanding.
Step 2
6x + 15y = 78 +(6x 8y = 50) Add the new equations. 0 + 7y = 28 Simplify and solve for y. y =4
Slide 39
Check For Understanding Example 2 Continued
Step 3
2x + 5y = 26
Write one of the original equations. Substitute 4 for y. Subtract 20 from both sides. Simplify and solve for x. Write the solution as an ordered pair.
Example to be done solely by the learners for the purpose of checking for understanding.
Slide 40
Distribute worksheet found in Appendix G Allow students to work in appropriate pairs. It is suggested that learners complete at least five practice problems for each segment. Assign the first five problems and allow early finishers to complete the remaining problems, while other learners finish. Refer students to their notes during practice and continue to emphasize LESS.
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Segment 4
Slide 42
If computations eliminate all variables and produce a contradiction, the two lines of the system are parallel. All variables are eliminated. An ordered pair solution is not possible.
READ SLIDE
Parallel
Coincident
If computations eliminate all variables and produce an identity, the two lines of the system are coincident.
Slide 43
Direct Instruction Example Solve the system by elimination. Determine whether lines are parallel or coincident.
2x - y = 1 4x - 2y = 4
Step 1 4x - 2y = 4 2(2x - y = 1) Multiply each term in the first equation by 2 to get opposite coefficients.
Step 2
4x - 2y = 4 Add the new equation to +(-4x +2y = -2) the first equation. 0+ 0=2 Contradiction 0=2 The lines are parallel.
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Instructor Guided Example Solve the system by elimination. Determine whether lines are parallel or coincident.
4x + 8y = 8 3x + 6y = 6
Step 1 3(4x + 8y = 8) -4(3x + 6y = 6) 12x + 24y = 24 +(-12x - 24y = -24) Multiply the first equation by 3 and the second equation by -4 to get opposite coefficients Add the new equations.
During the guided examples, ask learners to tell and explain every step in solving the system.
Step 2
0=0
Identity.
Slide 45
Check For Understanding Example 1 Solve the system by elimination. Determine whether lines are parallel or coincident.
Example to be done solely by the learners for the purpose of checking for understanding.
-9x - 12y = 6 +(9x + 12y = 6) Add the new equation to the first equation. 0 +0=0 Step 2 0=0 Identity. The lines are coincident.
Slide 46
Check For Understanding Example 2 Solve the system by elimination. Determine whether lines are parallel or coincident.
3x + y = -1 12x + 4y =6
Step 1 (12x + 4y = 6) +(-4)(3x + y = 1) 12x + 4y = -1 +(12x 4y = 4) Step 2 0 +0 =3 The lines are parallel. Multiply the first equation by -4 to get opposite coefficients Add the new equations. Contradiction.
Example to be done solely by the learners for the purpose of checking for understanding.
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Distribute worksheet found in Appendix G Allow students to work in appropriate pairs. It is suggested that learners complete at least five practice problems for each segment. Assign the first five problems and allow early finishers to complete the remaining problems, while other learners finish. Refer students to their notes during practice and continue to emphasize LESS.
Provide motivational and informational feedback. Give positive reinforcement and constructive information. Provide feedback on every step of the LESS procedure. During practice, give learners information so they can determine if they are right or wrong and why they are right or wrong before giving them the correct answer. Give learners information on their progress. Explain patterns of errors to learners and inform them of how close they are to mastering the entire procedure.
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Review the LESS procedure and briefly summarize the variations in the procedure when learners have to add, subtract, and multiply. Conclude instruction by presenting the sequence of steps a final time for a simple case and then build up to a complex case. Stress again common problem areas for learners to be cautious of like distributing the negative during subtraction.
Slide 49
Solving Systems of Equations by Elimination
READ SLIDE
LESS
L
E S S Like terms aligned (write the system so that like terms are aligned) Eliminate one of the variables
Slide 50
READ SLIDE
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READ SLIDE
Remember! Remember to correctly distribute the negative when using elimination by subtraction.
Slide 52
In some cases, you will first need to multiply one or both of the equations by a number so that one variable has opposite coefficients.
READ SLIDE
Slide 53
READ SLIDE
Remember! Remember to check by substituting your answer into both original equations.
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READ SLIDE
Parallel
Coincident
If computations eliminate all variables and produce an identity, the two lines of the system are coincident.
Slide 55
TRANSFER LEARNING
Allow learners to apply their new knowledge and skills to a real-life situation through comparing mobile service plans. Provide learners with a listing of current rates for mobile service plans. See Appendix H. Have learners construct systems of equations that align with the given information. Then, have learners solve the systems using the elimination method. Have learners determine the best mobile service plan for you and for themselves. Learning can also be transferred through similar examples comparing car rental rates and the optional use of the application instructional video that is included.
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Slide 57
CLOSURE
Announce the conclusion of the lesson and thank the learners for their active participation and attentiveness. Also, thank the learners for helping you choose the most cost efficient mobile service plan that matches your communication needs. Express to the learners how confident you are in them that they are now able to be savvy shoppers using Algebra.
Slide 58
ASSESSMENT
Learning will be assessed to determine whether learners have achieved the goal of the instruction. Learners will be assessed on their ability to apply the procedure when solving a system of equations. Students will complete a quiz on solving systems of equations using the elimination method. See Appendix I for assessment quiz and KEY.
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Distribute Assessment Quizzes and giver learners sufficient time to complete the quiz. Grade the assessment quiz according to the key and rubric. Return graded quizzes to learners and provide feedback on the percentage correct and number of objectives successfully mastered. Determine weaknesses and provide remedial instruction in those areas where needed.
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4.
5.
6.
7.
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Elimination Using Addition Practice ~ KEY Solve each system by elimination. 2. (2, 4) (3, 4) 3. (2, -3)
6. (-1, -6)
7. (1/3, )
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5.
6.
7.
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Elimination Using Subtraction Practice ~ KEY Solve each system by elimination. 2. (3, -1) (6, -2) 3. (2, 4)
6. (-1, 2)
7. (-1, 1)
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5.
6.
7.
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Elimination Using Multiplication Practice ~ KEY Solve each system by elimination. 2. (2, 5) (-8, -1) 3. (7, -4)
5. (4, -6) (- , 3)
6. (-4, -1)
7. (-1/5, -2)
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5.
6.
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Parallel and Coincident Lines with Elimination Practice ~ KEY Predict whether the system represents parallel or coincident lines. Justify your prediction by solving the system using elimination. 2. Parallel coincident 3. parallel
5. Coincident
6. coincident
parallel
coincident
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Alltel Wireless Nationwide Single-Line Plans Anytime Minutes Talk 900 $59.99
Sprint Wireless Nationwide Single-Line Plans Anytime Minutes Talk, Data, & Text 450 900 Unlimited $69.99 $89.99 $99.99
AT&T Wireless Nationwide Single-Line Plans Anytime Minutes Talk 450 900 Unlimited $39.99 $59.99 $69.99
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APPLICATION WORKSHEET
Instructions: Use the information on the previous sheet to write equations according to the directions below. Create systems of equations that align with the rate plans and solve them using the elimination method. Record answers in the provided table. Example: Compare AT&T 450 and AT&T 900 AT&T 450 y = 39.99 + .45x .45x y = -39.99 (400, 219.99) AT&T 900 y = 59.99 + .40x .40x y = -59.99 You can conclude that the prices of these plans would be the same if the customer uses 400 minutes over the allowance. That price would be $219.99 1. Compare Verizon 450 and Sprint 450 5. Compare Verizon 900 and Sprint 900
Price $219.99
8. Your teacher talks an average of 1050 minutes per month and sends texts and emails through his or her phone. According to your data, which plan would be best for him or her? Justify your answer. Which plan would be best for you? Justify your answer. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Application Worksheet ~ KEY Instructions: Use the information on the previous sheet to write equations according to the directions below. Create systems of equations that align with the rate plans and solve them using the elimination method. Record answers in the provided table. Example: Compare AT&T 450 and AT&T 900 AT&T 450 y = 39.99 + .45x .45x y = -39.99 (400, 219.99) AT&T 900 y = 59.99 + .40x .40x y = -59.99 You can conclude that the prices of these plans would be the same if the customer uses 400 minutes over the allowance. That price would be $219.99 1. Compare Verizon 450 and Sprint 450 Parallel 2. Compare Verizon 450 and AT&T 450 Parallel 3. Compare Verizon 900 and Verizon Unlimited (25, 89.99) 4. Compare AT&T 900 and AT&T Unlimited (25, 69.99) Minutes Over Allowance Example: 400 1. Parallel 2. Parallel 3. 25 4. 25 5. Parallel 6. Parallel 7. 25 Price $219.99 5. Compare Verizon 900 and Sprint 900 Parallel 6. Compare Verizon 900 and AT&T 900 Parallel 7. Compare Sprint 900 and Sprint Unlimited (25, 99.99)
$89.99 $69.99
$99.99
8. Your teacher talks an average of 1050 minutes per month and sends texts and emails through his or her phone. According to your data, which plan would be best for him or her? Justify your answer. Which plan would be best for you? Justify your answer. The teacher talks 1050 minutes, which is 150 minutes over the 900-minute limit. Since 150 is over the 25-minute mark, an unlimited plan would be best for the teacher. Because the teacher uses text and data services, the Sprint Unlimited plan is the best deal. (Answers will vary)
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5.
6.
Solve the systems of equations using the elimination method and determine whether the system implies a pair of parallel or coincident lines. 9. 10.
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EDTECH 503 FINAL INSTRUCTIONAL DESIGN PROJECT Assessment Quiz ~ KEY Instructions: Solve the systems of equations using the elimination method. 2. (2,2) (0, -6) 3. (0, 0)
5. (-3, 1) (-2, 2)
6. (-4, 3)
(1, 1)
Solve the systems of equations using the elimination method and determine whether the system implies a pair of parallel or coincident lines. 9. Parallel Coincident 10. Coincident
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