instruction strategy
TEKS Standard
5.8 Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
Strategy 1: Direct Instruction
Part-Whole: introduce topic in its most general form then divide into easy to distinguish sub-divisions.
I believe this strategy would work for a lesson in coordinate systems because students might not have a lot of experience with how to graph points in a coordinate grid. The teacher must then explain what the parts of a grid are and so on. For this objective, teacher lead activities must come first.
Strategy 2: Indirect Instruction
Networking: building pictorial representation of the relationship among the data, material, objects, etc. that must be considered in the solution of a problem.
Though I believe direct instruction would be best at the beginning, indirect instruction would be best towards the end of this unit. Now that the teacher has explain what a coordinate system is, she could break the students up into groups and have them work on real world problems. The students could work on a project (which the teacher would show examples of finish product) that they would have to present in class.
5.8 Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to:
(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin;
(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and
(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
Strategy 1: Direct Instruction
Part-Whole: introduce topic in its most general form then divide into easy to distinguish sub-divisions.
I believe this strategy would work for a lesson in coordinate systems because students might not have a lot of experience with how to graph points in a coordinate grid. The teacher must then explain what the parts of a grid are and so on. For this objective, teacher lead activities must come first.
Strategy 2: Indirect Instruction
Networking: building pictorial representation of the relationship among the data, material, objects, etc. that must be considered in the solution of a problem.
Though I believe direct instruction would be best at the beginning, indirect instruction would be best towards the end of this unit. Now that the teacher has explain what a coordinate system is, she could break the students up into groups and have them work on real world problems. The students could work on a project (which the teacher would show examples of finish product) that they would have to present in class.