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Lauren Blanton
blantole@email.uscupstate.edu
EDET 722 Section: J50/061
November 23, 2014
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
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
Writing domain in
interval notation
Objective
Estimated Time
___________
2 minutes
3 minutes
2 minutes
Instructional Strategy
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
___________
15 minutes