Student Diversity/Instructional Objective
This exercise will comprise ten grade 3 learners; four are females while the rest are boys. Among the ten, three are fast learners; two are above average, three are average, and two are slow learners. Some students come from stable families, while others from peasants, but there is one who is a refugee. Six learners belong to English as a first language (EFL), while the rest are English as a learned language (ELL). The class has two African-American students, three Caucasians, and one Hispanic, while the rest are whites. The instructional objective aligns with Indiana’s Every Student Succeeds Act (ESSA) plan and covers the cognitive learning domain since it uses drawings and equations. The objective will be to foster an understanding of real numbers and expressions in Algebra I. Thus; the students must be able to explain the hierarchy and association of numbers and number systems such as X− 1 = 1 as per the 3.AT.1 standard.
Evidence-Based Instructional Strategies
The evidence-based instructional strategy for teaching algebraic concepts must align with Indiana Standards. They involve 3.AT.1, which uses accurate labels and symbols to calculate problems in grade 3 math (Burden & Byrd, 2019). 3.AT.2 can be used because the students are ten, forming groups to solve the problems where a teacher will attend to each student in person to check efficacy. The strategy has been selected because the patterns for teaching can enable structural reasoning and problem-solving in math. The strategy will ensure learners know the sequence of algebraic equations by showing relationships and hence, foster full mathematical understanding (Burden & Byrd, 2019). The strategy meets all the needs of learners since it is centered on teacher-to-student hence, addressing any weakness for slow learners and noting the potential for geniuses.
Evaluation/Reflection
To evaluate the efficacy of the above strategy in line with the objectives, the teacher will monitor learners’ capacity to use patterns, structures, and symbols in algebra for grade 3 students. To know if the strategy works, it is important to check if the student can apply math skills to solve real-world problems, such as adding and subtracting desks in class (Burden & Byrd, 2019). The outcome that will guarantee whether or not the strategy worked is the time taken to get the concept right and the level of accuracy in using resources such as Madison MD that foster understanding of algebra.
The exercise comprises ten grade 3 learners being taught algebra using a student-to-learner teaching strategy. The objective is to enable students to solve mathematical problems using patterns in algebra. A.3.1. standard is used which can be evaluated using the efficacy of the student to solve problems on time and with accuracy. The exercise’s outcome would be measured by the learner’s capacity to apply mathematical skills in real-life situations.
Reference
Burden, P. R., & Byrd, D. M. (2019). Methods for effective teaching: Meeting the needs of all students (8th ed.). Pearson.