High+School+Math+3


 * High School Math 3: Alex, Brandon, Colt, and Nicki **


 * Lesson Title: **
 * Hyper-Solving Quadratic Equations **


 * Link to Lesson: **
 * http://www.learnnc.org/lp/pages/3170?ref=search **


 * Grade Level: **
 * Grades 9-12, Algebra 1 **

Evidence: At the end of the lesson plan, the teacher states the North Carolina Curriculum Alignment. It states the objectives for each topic being discussed.
 * Evaluation Scores **
 * C: **
 * 1) Provides Clear Lesson Objectives
 * 5 **

Evidence: The teacher isn’t really teaching anything in the lesson, but letting the students look further into the topics they have just went over and create a memorization method to aid in studying.
 * 1) Exhibits sufficient knowledge of the subject topic/content?
 * 1 **

Evidence: Students are assessed after finishing their slide show on completeness and accuracy, and then given a unit test at the end to measure how well they know the material. Evidence: Each step of the activity is well stated and directions show that teacher will circulate and give feedback in order to keep the students on task and organized.
 * P: **
 * 1) Assessments match instructional method
 * 5 **
 * 1) Lesson appears to help organize and manage student behavior--Explains sequence of events and procedures for students
 * 5 **

Evidence: Students will use a program called Hyper-Studio (or Powerpoint) to create a slideshow of the different methods of solving quadratic equations and when it is necessary to use each method. Evidence: The lesson plan states that if Hyper-Studio doesn’t work, PowerPoint can be used. If technology is limited in general, no solution is given. Evidence: The lesson plan states that this technology activity was chosen to help aid in remembering the steps and to get a better overview of the unit. Evidence: It is clear in the lesson plan that this will be used by students to help them study the different methods to solving the quadratic equation.
 * T: **
 * 1) Lesson plan incorporates at least 1 technology
 * 5 **
 * 1) Discusses possible limitations to technology or potential problems, as well as solutions
 * 2 **
 * 1) Provides clear rationale for technology choice
 * 4 **
 * 1) Demonstrates understanding of technology as teacher tool or student tool
 * 5 **

Evidence: This main teaching strategy used is incorporating technology into the classroom. In this lesson the teacher is only keeping the students on task and give advice and feedback.
 * PCK: **
 * 1) Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning
 * 1 **

Evidence: Possible student misconceptions are not stated.
 * 1) Demonstrates awareness of possible student misconceptions
 * 0 **

Evidence: In the Activities section of the lesson plan it states that students will be teaching students and helping reason when and why each method of solving quadratic equations is used and the teacher will give advice.
 * 1) Presents appropriate strategies for developing understanding of the subject content
 * 3 **

Evidence: The teacher is not using technology to present material and is not presenting material at all.
 * TPK: **
 * 1) Chooses technologies enhancing approaches (teacher centered approaches) --Uses technology to present material
 * 0 **

Evidence: Students are using a slideshow program to create memory aids and reason when it is necessary to use each method of solving quadratic equations. Evidence: The teacher states in the Activities section of the lesson plan the instructions for the activity and explains why this piece of technology was chosen (to create a slideshow).
 * 1) Chooses technologies enhancing student learning (student centered approaches) --Students use technology to explore content and achieve learning goals
 * 5 **
 * 1) Provides clear rationale for technology choice to deliver instruction
 * 4 **

Evidence: This program is appropriate for this type of task because the students want to create a memory aid and slide show. We think programs would be more appropriate for a math classroom. Evidence: The link between technology is not very explicit. This type of technology is only there to create something.
 * TCK: **
 * 1) Chooses appropriate technologies for subject domain (mathematics, science)
 * 3 **
 * 1) Link between technology and content is obvious or explicit
 * 2 **

Evidence: This lesson appropriately uses content and technology strategies but not pedagogy because the teacher is teaching anything. Evidence: The technology is enhancing content objectives because it is having the students look deeper into what they have learned by finding when and why to use the methods to solving quadratic equations.
 * TPCK: **
 * 1) Appropriately uses content, pedagogy, and technology strategies
 * 3 **
 * 1) Technology enhances content objectives and instructional strategies
 * 4 **

This is a good lesson for review after completing and objective. While it has the students creating a memory aid, it also requires students to look further into the material they have just learned. = =
 * Overall evaluation of this lesson: **