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Lauren Blanton

blantole@email.uscupstate.edu

EDET 722 Section: J50/061

November 23, 2014

Sequencing Strategy:

For teaching domain and range of quadratics, I feel learning-related sequencing is the best method to use. This strategy is

based on five concepts of student learning. The first concept this sequence is based on states that there are prerequisites

that a learner must know before they can complete a more difficult task. When finding domain and range of quadratics,

students should already know how to write in interval notation and how to read a graph. These topics are crucial in finding

the domain and range of quadratics so as an instructor, I will need to make sure the students are comfortable and have

the knowledge to continue. The second concept is to introduce to the students what they know before introducing new

material. For this topic, I feel the first and second concepts relate to each other because I must ensure my students have

the knowledge of interval notation and reading graphs before continuing to find domain and range. Next, we have the idea

of planning instruction based on the difficulty of the material. With this concept, instructors should teach the smaller, easier

topics of the new material before teaching the more complex topics. For this specific lesson, I have chosen to teach

domain to the learners first because domain is always the same. Then after teaching domain, I will move into the more

difficult of the two topics, finding range. The fourth concept is interest, and as the instructor I must keep the learners

interest and teach in a manner to keep the learners engaged and active. The last concept used in this strategy is

development. The development level requires that the learner knows and understands the required knowledge before

moving on to a new task. In mathematics everything builds off of each other and learners must remember each item

introduced to them. That is why the learning-related sequence is the best strategy to use to plan the instruction of finding

domain and range of quadratics because students must have the prerequisite knowledge before they can successfully

complete the new material.

Preinstructional Strategy:

The preinstructional strategy I decided to use for my instruction is the overview strategy. At the beginning of my

instruction, I will summarize for the students what they will be learning. I will give students the objectives of the lesson and

will summarize what they mean and how we will use them when learning the new material. Telling students what they will

be learning ahead of time will hopefully lower the anxiety some students have and will prepare them for the introduction of

the new material. I will also emphasize that domain and range will be a part of many math classes after algebra, which is

one reason this topic is important.

Lauren Blanton

1. Given a quadratic function, the learner will be able to determine the domain.

Initial Presentation: First, show students an image of what the graph of a quadratic looks like. Second, define quadratic

and give students the definition of quadratics. Third, define domain and show an example.

Generative Strategy: I will have students practice domain with a given couple of examples. Students will create a

summary table on a piece of colored paper that I will provide. Students will begin by writing a way to remember how to

find domain and they will use that same table when they get to learning how to find range.

2. After determining the domain, the learner will be able to write the domain in interval notation.

(Procedure/Application)

Initial Presentation: Show students what interval notation is and how to write answers in interval notation.

Generative Strategy: Students will be given the rules of interval notation and we will make a table that is a quick summary

about rules to follow when writing in interval notation.

3. Given a quadratic function where a is positive, or the graph opens up, the learner will be able to

determine the range. (Procedure/Application)

Initial Presentation: First, define range. Second, show how to find range given an equation. Third, show how to find range

given a graph. Fourth, show examples.

Generative Strategy: Students will use the summary table they started in objective one and will write a way to remember

how to find the range.

4. Given a quadratic function where a is negative, or the graph opens down, the learner will be able to

determine the range. (Procedure/Application)

Initial Presentation: First, define range. Second, show how to find range given an equation. Third, show how to find range

given a graph. Fourth, show examples.

Generative Strategy: Students will use the summary table they started in objective one and used in objective three and

will write a way to remember how to find the range.

5. After determining the range, the learner will be able to write the range in interval notation.

(Procedure/Application)

Initial Presentation: Review with students what interval notation is and teach them how to write range in interval notation.

Generative Strategy: Students will be given the rules of interval notation and they will continue using their interval notation

table created in objective two that is a quick summary about rules to follow when writing in interval notation.

Lauren Blanton

Design Sequence

Preinstructional

Strategy

Description

1. Overview

2. Objectives

quadratics

Writing domain in

interval notation

Objective

Estimated Time

___________

2 minutes

3 minutes

2 minutes

Instructional Strategy

examples of quadratic

functions

domain using graphs

and equations

Create domain/range

summary table

Learner practice

Review interval notation

Create interval notation

summary table

Learner practice

Show how to find range

using graphs and

equations

Add to domain/range

summary table created

in objective one

Learner practice

Show how to find range

using graphs and

equations

Add to domain/range

summary table created

in objective one

Learner practice

Add to interval notation

summary table created

in objective two

Learner practice

Instruction

Finding range of

positive quadratics

5 minutes

Finding range of

negative quadratics

3 minutes

Writing range in

interval notation

3 minutes

Posttest

Lauren Blanton

Forms

___________

15 minutes

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