As91269(2.14) Apply systems of equations in solving problems(internal) -2 credits

Plan:
I am currently teaching Algebra, which is an external topic, and I have covered 2/3 of the content. I have decided to take a pause from teaching this topic to start teaching AS91269. This is because what I have taught so far will be fundamental knowledge for this internal topic. I will continue teaching the rest of Algebra next term after this new topic. 

I have decided to use group  activities so students have repetitive 

practice on where,

• find the points where a straight line and curves meet.
• The curves are Parabolas, circles, and Hyperbolas.
• In each case, they may not meet at all, or they may meet at one or two points.
• Solving the equations of the straight line and curve simultaneously will reduce to a quadratic function.
• Solving will tell where do they meet.
• Finding the discriminant will tell the number points at where they meet.

I will use check, chunk and chew technique to recognise the 

the nature of the graph.

I have decided to spend more time on devising a strategy to

 investigate or solve a problem, identifying relevant concepts in 

context, developing a chain of logical reasoning, or proof and 

forming a generalization. This will be useful for merit and Excellence.

As91261(2.6) Apply algebraic methods in solving problems(4 credits). External

I made the following planning decisions:I began my lesson with a pre-test. I marked it and used the results to guide my teaching approach.I have decided to use group matching activities and jigsaw puzzles, repetitive practice in word problems and ‘Do Now’s for skill practice.I have decided to spend more time with hard factorising, rearranging and word problems during Thursday and Friday after school as these seem to be more difficult areas judging from the pre-test.

I am going to give lots of practice during the holiday break focusing on Expanding brackets, Simplifying, Solving Linear and Quadratics, rearranging and substitution and log rules. Immediately after using these strategies, I am going to ask for their feedback. I hope their feedback will give me insight into how successful these approaches have been. I am going to give them a practice test next term.

Reflection Trigonometry 2.4(AS91259-internal -3 credits)

The students finished the Trigonometry internal and

Questionnaire. One of them gained an Excellence and two of them gained a merit.

They said that they found the achieved questions quite straightforward

but circular part challenging. I did lots of practice after school.

They enjoyed Check, Chunk and Chew method.

KWL Chart Strategy

Completing the “K” portion of the chart increases student comprehension by engaging their prior knowledge; they begin the unit already thinking about and connecting with the topic. The “W” section of the chart is a road map that helps students become active learners and gives them ownership of the learning objective. Completing the “L” activity at the close of the unit reinforces what they have learned.

Chunk, Check and Chew Strategy

I found this strategy very effective to teach Trigonometry

(1)I begin Trigonometry unit of information with a preview activity and follow that with an initial presentation of a chunk of critical information. This part of the lesson takes about ten to twelve minutes.

(2) After presenting a “chunk,” giving students a task to do with a partner or group to actively process the new information. The techniques in this guide will give you many ways to engage your students in this kind of cognitive processing.

 (3) Following the processing, I gave another chunk of new information. This chunk was a form of brief ppt/video to the critical information with a partner. Students have specific kinds of processing in which they will engage once each information-input segment has occurred.

(4)  I  repeated the above cycle until all of the chunks of critical information for a lesson or unit have been introduced and processed.

(5) I instructed students to review the critical information chunks from the day and think about whether anything they learned in a previous lesson connects with their new learning. Then ask them to engage in some kind of summarizing activity to connect the various information chunks.

Here is the Link