Ms. Parker, a math teacher at a middle school, is preparing to teach her class about fractions. She knows that the addition and subtraction of fractions with different denominators can be a challenging topic for many students. To ensure that her students are able to grasp this concept, she takes a thoughtful approach in planning the lesson.
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Before beginning, Ms. Parker sets a clear and measurable objective for the lesson: “Students will be able to solve problems involving addition and subtraction of fractions with different denominators.” This objective is specific, measurable, and aligns with the skills her students need to develop in order to master the topic.
Ms. Parker breaks the lesson down into clear steps. First, she will introduce the concept of finding a common denominator. Then, she will demonstrate how to add and subtract fractions using examples that gradually increase in complexity. During the lesson, she will assess students’ understanding by having them solve similar problems on their own, and she will provide individual support where needed. Throughout, Ms. Parker will reference the objective, ensuring that every activity and problem-solving step directly ties into helping students achieve the goal of adding and subtracting fractions with different denominators.
This approach ensures that the lesson remains focused and that students know exactly what they are expected to accomplish. By providing a structured and purposeful learning experience, Ms. Parker helps her students build the necessary skills step by step.
Which Criterion is Being Demonstrated?
A. Plan and Implement Lessons with Clear, Measurable Objectives That Respond to the Diverse Needs of Learners
In this scenario, Ms. Parker is demonstrating the criterion of planning and implementing lessons with clear, measurable objectives that respond to the diverse needs of learners. By setting a specific objective for the lesson, she provides a clear focus for both herself and her students. This objective, which involves solving problems with fractions, is measurable—students’ ability to solve problems involving addition and subtraction of fractions with different denominators can be assessed through their work.
Ms. Parker’s lesson is designed with this objective in mind, ensuring that each activity and concept taught is aligned with helping students achieve it. This clarity and purpose in lesson planning allow Ms. Parker to meet the varying needs of her students, guiding them through a structured approach to mastering the concept while also addressing individual learning challenges as needed
