DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: ______

ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Date:
Alina Sturgis 2-10-17

Content Area: Grade Level:

Math 8
Subject Matter:
Exponent Rules, Scientific notation
Lesson Content Description:
Students will be reviewing all sections from Chapter 7.

Instructional Strategies/Method of Delivery:

White board review, Jeopardy
Common Core Standard:

Expressions and Equations Work with radicals and integer exponents.

CCSS.Math.Content.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent
numerical expressions. For example, 32 3-5 = 3-3 = 1/33 = 1/27.
CCSS.Math.Content.8.EE.A.2
Use square root and cube root symbols to represent solutions to equations of
the form x2 = p and x3 = p, where p is a positive rational number. Evaluate
square roots of small perfect squares and cube roots of small perfect cubes.
Know that 2 is irrational.
CCSS.Math.Content.8.EE.A.3
Use numbers expressed in the form of a single digit times an integer power of
10 to estimate very large or very small quantities, and to express how many
times as much one is than the other. For example, estimate the population of
the United States as 3 times 108 and the population of the world as 7 times
109, and determine that the world population is more than 20 times larger.
CCSS.Math.Content.8.EE.A.4
Perform operations with numbers expressed in scientific notation, including
problems where both decimal and scientific notation are used. Use scientific
notation and choose units of appropriate size for measurements of very large
or very small quantities (e.g., use millimeters per year for seafloor
spreading). Interpret scientific notation that has been generated by
technology

ELD Standard:
Collaborative
Expanding
1. Exchanging information/ideas
Contribute to class, group, and partner
discussions by following turn-taking rules,
asking relevant questions, affirming others,
adding relevant information, and paraphrasing key ideas.
Common Core Lesson Objective:
Students will practice problems in each section of Chapter 7 in order to
prepare for the test. They will be able to use their exponent rules book to
solve problems with exponents.

Assessment:
Formative:
White boards,
Summative:
Chapter 7 Test (Monday)
Lesson/Assessment Modifications: ELL: Special Needs
-students can collaborate with row
Technology: Describe the types of technology you will be utilizing in your
lesson to create and enhance instruction
If no technology is used, please explain why.
Jeopardy will be used to present the chapter review problems

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

Lessons have already been taught, this lesson serves as a review of all
material from the week.
Review sub-skills required for this lesson/objective
Exponent rules, scientific notation, product/ quotient

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Teacher will start off by introduces the agenda for the day.
Review homework from previous night and stamp
Remind students of test on Monday
Quickly state the titles for all sections and how they build off one
another

THROUGH

Step-by-Step Modeling/Presentation of the Objective

Objective: ASWBAT use their Exponent Rules Book and class notes to
prepare for the Ch. 7 test.
Teacher explains rules and expectations for Jeopardy review. Each row
is on one team. Each student has an individual white board. The
students will each solve the problems individually, and the student in
the first seat of the row will be the one to answer. The students will
 rotate seats so every student has the chance to answer. Each row will
take turns choosing a category. Students from all teams can
participate. Once a team has an answer they must raise their hand.

Step-by-Step Guided/Structured Practice of the Objective: Gradual

Release of Instruction
Teacher facilitates Jeopardy game
When necessary, teacher jumps in to explain problems that students
are stuck on at the front white board, or has another student present
the problem.

Technology used to create and enhance Guided Practice examples:

Jeopardy template online

EL: Special Needs Adaptations: Teacher both projects problems and reads
them aloud.

Checking for Understanding/Formative Assessment of Each

Students Performance/Closure of Instruction
Teacher will walk around the room to make sure all students are on
task.
Students will solve the problem, answer, and explain their answer in
order to earn points for their team.

Technology used to create and enhance Checking for Understanding:

Jeopardy

BEYOND

Independent Practice/Summative Assessment of Each Students

Performance

Teacher quickly reviews all of the exponent rules for the students and
the key ideas to remember from each section.
Teacher asks class how comfortable they feel with the material
Students prepare to study over the weekend
Teacher asks if objective was met.

Final Closure of Lesson: Closure question to reinforce instruction learned

June 2014