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Instructional Strategy Plan

Lauren Blanton
blantole@email.uscupstate.edu
EDET 722 Section: J50/061
November 23, 2014

Instructional Strategy Plan


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

Instructional Strategy Plan


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

(Fact and Procedure/Application)

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

Instructional Strategy Plan

Design Sequence

Preinstructional
Strategy

Description

1. Overview
2. Objectives

Finding domain of all


quadratics

Writing domain in
interval notation

Objective

Estimated Time

___________

2 minutes

3 minutes

2 minutes

Instructional Strategy

Pictures that show


examples of quadratic
functions

Show how to find


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

Online Test in Google


Forms

___________

15 minutes