The teacher should follow the steps: assess, determine prerequisite skills, determine what students already know, and plan activities to get to the destination.Ī fifth-grade teacher writes the problem 5(10-5) on the board. Finally, the teacher will begin planning a variety of probability activities designed to help students discover the answers to questions they are seeking. In this column, students will list what they have learned making sure that all wonderings or questions listed in the "W" column are answered. At the end of the unit, you will return to this chart and complete the "L" column - learned. Make sure that your learning goals are addressed. This is the most difficult part of this procedure, and the teacher might need to provide some direct guidance here. When finished, ask the students what they are wondering about when they think about probability and list student responses in the column under "W". Prod for additional information or clarification. Begin with a brainstorming session by asking students what they already know about probability. One way to accomplish this is with a KWL chart. The third step would be to assess what the students already know about probability.
This step should rely heavily on what the students mastered in prior grades as a beginning point.
Once the assessment is developed, the teacher needs to determine what prerequisite skills are necessary for successful mastery. This serves as her destination goal, where she wants her students to be at the end of the unit. The teacher should begin by planning the final assessment. n = 17 comes from a failure to distribute the negative sign with the 2 when the equation -11 = 25 - 2(n - 1) is simplified to -11 = 25 - 2n - 2. The solutions for "n" can ONLY be natural/counting numbers greater than or equal to 1. However, the presence of a decimal on an answer that is supposed to be the term number of the value "-11" in this sequence should be a warning that something has gone wrong. Because the 25 represents an amount of ones and the -2 represents an amount of "n - 1"s, they are not like terms and so cannot be added. n = 1.5 comes from inappropriately combining the 25 with the -2 after seeing the statement -11 = 25 - 2(n - 1). Any fractions/decimals or negative signs indicate an error in the setup or solving process of such a question. The solutions for "n" can ONLY be natural/counting numbers greater than or equal to 1. However, the presence of a negative sign on an answer that is supposed to be the term number of the value "-11" in this sequence should be a warning that something has gone wrong.
n = -17 comes from mistaking the common difference as +2 (perhaps by doing the subtraction of terms in the wrong order, such as 25 - 23).
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