Sub-Part 2 Qualitative Analysis
Slope
Gaby Ruiz
Table of Contents
I. Introduction – Big Idea
II. Clinical interview 2 analysis
III. Rationale for your instructional design:
IV. Part 1 – Pre-Assessment
Sub-Part 1 – Quantitative Analysis of Pre-Assessments
Sub-Part 2 – Qualitative Analysis of Pre-Assessments
V. Forming Our Lesson
VI. The Lesson
VII. Post-assessment analysis
Sub-Part 1 – Quantitative Analysis of Post Assessments
Sub-Part 2 – Qualitative Analysis of Post Assessments
VIII. Conclusion
IX. References
X. Appendix A: Lesson Plan
XI. Appendix B: Grading Rubric for both pre-test and post-test
XII. Appendix C: Clinical interview Transcripts
Introduction How do we know if the students learn from the lesson? How do we know if the student has background knowledge …show more content…
For example, 1/2, it is positive, so we move up 1, and to the right 2. If a fraction has a negative sign, then you move the fraction down in the negative direction a number of times based on the numerator, and to the right a number of times to the right based on the denominator. For example, -1/2 is negative, so we move down 1 and to the right 2 from our starting point.”
“Ok now that we got the rules Mrs. Esquivel and I will play. For you to see an example.”
Uteach teachers will play an example with intercept and another touchdown.
Where the receiver does starts?
Where the defender does starts?
Can we start at zero?
Can my fraction only would be positive?
In the negative integers.
In the positive integers.
No!
No! It can be positive or Negative..
TRANSITION
Okay, now that everyone knows the rules, let’s play the game a few times.
Exploration
Est. Time: __10 mins______
What the Teacher Will Do
Probing Questions and Answers
What the Student Will Do
Students will be paired up in two. (Uteach teacher will walk around mentoring and helping if they have a question.)
Student will work in teams. Play at least 2 …show more content…
This hand sheet is like the other but with more steps. Now, below the recordings, you’ll see a table and several questions below that, for now, do not answer questions 2-3.” Miss. Esquivel will explain how to gather the coordinates for the table.
“Yes, Yes, YES.”
Students will be given 2-3 minutes to play one more game.
“In order to solve for the first question, you need the slope formula.”
Mrs. Segovia will write on the board the slope equation (y2-y1)/(x2-x1)and slope intercept equation Y=Mx+b.
Students will collect their coordinates.
Which is (x1,Y1) and (x2, Y2)?
.
TRANSITION
Now that we know how to determine the slope of a line, let’s utilize this formula for a few questions.
Elaboration
Est. Time: ________
What the Teacher Will Do
Probing Questions and Answers
What the Student Will Do
Miss. Esquivel will now explain how to get the B (Y-intercept) and M(slope).
Write notes. Ask question.
Give an example by drawing a function on board. Find the slope (the rise over the run). Then look what zero intercept who it will be your B.
What is your run?
What is your
Gaby Ruiz
Table of Contents
I. Introduction – Big Idea
II. Clinical interview 2 analysis
III. Rationale for your instructional design:
IV. Part 1 – Pre-Assessment
Sub-Part 1 – Quantitative Analysis of Pre-Assessments
Sub-Part 2 – Qualitative Analysis of Pre-Assessments
V. Forming Our Lesson
VI. The Lesson
VII. Post-assessment analysis
Sub-Part 1 – Quantitative Analysis of Post Assessments
Sub-Part 2 – Qualitative Analysis of Post Assessments
VIII. Conclusion
IX. References
X. Appendix A: Lesson Plan
XI. Appendix B: Grading Rubric for both pre-test and post-test
XII. Appendix C: Clinical interview Transcripts
Introduction How do we know if the students learn from the lesson? How do we know if the student has background knowledge …show more content…
For example, 1/2, it is positive, so we move up 1, and to the right 2. If a fraction has a negative sign, then you move the fraction down in the negative direction a number of times based on the numerator, and to the right a number of times to the right based on the denominator. For example, -1/2 is negative, so we move down 1 and to the right 2 from our starting point.”
“Ok now that we got the rules Mrs. Esquivel and I will play. For you to see an example.”
Uteach teachers will play an example with intercept and another touchdown.
Where the receiver does starts?
Where the defender does starts?
Can we start at zero?
Can my fraction only would be positive?
In the negative integers.
In the positive integers.
No!
No! It can be positive or Negative..
TRANSITION
Okay, now that everyone knows the rules, let’s play the game a few times.
Exploration
Est. Time: __10 mins______
What the Teacher Will Do
Probing Questions and Answers
What the Student Will Do
Students will be paired up in two. (Uteach teacher will walk around mentoring and helping if they have a question.)
Student will work in teams. Play at least 2 …show more content…
This hand sheet is like the other but with more steps. Now, below the recordings, you’ll see a table and several questions below that, for now, do not answer questions 2-3.” Miss. Esquivel will explain how to gather the coordinates for the table.
“Yes, Yes, YES.”
Students will be given 2-3 minutes to play one more game.
“In order to solve for the first question, you need the slope formula.”
Mrs. Segovia will write on the board the slope equation (y2-y1)/(x2-x1)and slope intercept equation Y=Mx+b.
Students will collect their coordinates.
Which is (x1,Y1) and (x2, Y2)?
.
TRANSITION
Now that we know how to determine the slope of a line, let’s utilize this formula for a few questions.
Elaboration
Est. Time: ________
What the Teacher Will Do
Probing Questions and Answers
What the Student Will Do
Miss. Esquivel will now explain how to get the B (Y-intercept) and M(slope).
Write notes. Ask question.
Give an example by drawing a function on board. Find the slope (the rise over the run). Then look what zero intercept who it will be your B.
What is your run?
What is your