prompt them to discuss their between 2 and 6?” (Answer: The relationship demonstrates an increase of 4.) Then the instructor asks, developing thoughts about “How would a multiplicative thinker see the relationship between 2 and 6?” (Answer: The relationship the lesson content. demonstrates 2 being multiplied by 3 to get 6.) “How would a proportional thinker see the relationship between 2 and 6?” (Answer: students who think proportionally know that a group of 2 children growing to 6 children would be equivalent to a group of 100 children growing to 300 because they see numbers in relative terms, rather than absolute terms.) 4. Mathematical concepts are An Adult Secondary Education (ASE) Math Instructor wants her students to develop geometric reasoning made explicit through skills. Prior to covering formulas for calculating surface area, she explains and demonstrates the use of explanation, modeling electronic nets (shapes that form by unfolding three-dimensional figures) to virtually “unfold” geometric and/or examples. figures. Students work individually to fold and unfold paper nets of 3-dimensional shapes. They then assign dimensions to the shapes and calculate surface area. 5. Precision is demonstrated Students play a matching game to demonstrate mastery of precise geometry terminology. Students and expected regarding compete in small groups to match cards showing a particular shape with the appropriate definition card mathematical calculations, and label card, in a timed environment. terminology, symbols, graphs, etc.
prompt them to discuss their developing thoughts about the lesson content. between 2 and 6?” (Answer: The relationship demonstrates an increase of 4.) Then the instructor asks, “How would a multiplicative thinker see the relationship between 2 and 6?” (Answer: The relationship demonstrates 2 being multiplied by 3 to get 6.) “How would a proportional thinker see the relationship between 2 and 6?” (Answer: students who think proportionally know that a group of 2 children growing to 6 children would be equivalent to a group of 100 children growing to 300 because they see numbers in relative terms, rather than absolute terms.) 4. Mathematical concepts are made explicit through explanation, modeling and/or examples. An Adult Secondary Education (ASE) Math Instructor wants her students to develop geometric reasoning skills. Prior to covering formulas for calculating surface area, she explains and demonstrates the use of electronic nets (shapes that form by unfolding three-dimensional figures) to virtually “unfold” geometric figures. Students work individually to fold and unfold paper nets of 3-dimensional shapes. They then assign dimensions to the shapes and calculate surface area. 5. Precision is demonstrated and expected regarding mathematical calculations, terminology, symbols, graphs, etc. Students play a matching game to demonstrate mastery of precise geometry terminology. Students compete in small groups to match cards showing a particular shape with the appropriate definition card and label card, in a timed environment.
5FinalInstructionalIndicatorsSampleIllustrations.docx