- Read and understand given problem situations
- Use multiple representations to restate problem situations
- Identify problem- solving plans
- Solve real- world problems using planning strategies
II.MultipleIntelligences
- The great thing about this lesson is that each way of solving a problem can be identified with a specific
intelligence. This lesson can assist each student in understanding how he/she works best. - Begin by presenting all of the information in the lesson. Request that students take notes too.
- Then go through a brief discussion on multiple intelligences. Ask the students to try to identify how they learn
best. Have them write this down on a piece of paper. You can refer back to this discussion throughout your
teaching and help students to further define the ways that each of them learns best. - Once students have identified how they learn best, reorganize the class according to learning styles.
- Then ask each group (you may need to subdivide if groups are large) to solve the exercises at the end of the
section according to how the group learns. - Students will easily leap into this, but if not help them with an example or two.
III.SpecialNeeds/Modifications
- Review concept- the Pythagorean Theorem- it is mentioned in the lesson, but not reviewed.
- Write the steps to simplifying a problem on the board. Review what it means to “simplify” something.
- What is this problem asking for?
- What do I need to know to find the answer?
IV.AlternativeAssessment
- Make notes about the groups of students when organized according to how they learn best.
- This can be very valuable when assisting students in learning.
- For example, a visual learner could better understand a concept presented verbally by drawing a picture. When
you are aware of which category each student falls in, you can better address his/her needs when teaching.
Chapter 4. Geometry TE - Differentiated Instruction