1.

In planning this lesson, what UDL solutions did you incorporate to vary the instruction and
appeal to the needs of diverse learners? Describe how you gave consideration to the
principles of TPACK (http://www.tpck.org/ ) in planning your lesson - specifically as related
to Content Knowledge (CK) and Pedagogical Knowledge (PK). How did you arrive at what
you felt was important for students to know to meet the Essential Skills/Knowledge (CK) and
how you decided what strategies you would use to teach the lesson (PK).
UDL Principles in planning the lessons
UDL Principles

Application

Highlight patterns, critical features, big

ideas, and relationships

Billy is twice as old as Sally was when Billy

was as old as Sally is now. And the sum of
their ages is 28. How old are they now?

Clarify vocabulary and symbols

Q:Who is older - Billy or Sally?

Pre-teach vocabulary and symbols,

especially in ways that promote connection
to the learners experience and prior
knowledge

A. Billy
Q. How can that be illustrated
mathematically?
A. Billys age > Sallys age
Q. By how much?
A. Twice
Q. What does twice mean?
A. Billy is double Sallys Age or
Billys age is 2 times Sallys age.

Clarify syntax and structure

Single elements of meaning (like words or
numbers) can be combined to make new
meanings

Q. The question says that the sum of their

ages is 28. How can we express this
mathematically?
A. Billy age + Sally s Age = 28

TPACK Principles in planning the lessons

TPACK Principle

Application

Content

Students have completed unit on solving algebraic

expressions and graphing lines

Pedagogy

Students know that a system of linear equations, also

known as simultaneous equations, is when two or
more equations are involved in the same problem and
work must be completed on them simultaneously

Students are well-grounded in their ability to simplify

algebraic expressions and solve algebraic equations,
using rational numbers.

Students should be able to graph linear equations on a

coordinate plane.

There are several methods of teaching Simultaneous equation

such as Graphing, Substitution, Elimination, Guess and
check, Game board and using Matrices.
For this lesson we chose substitution because it was the
easiest method for solving a question like this. Also, students
are very familiar with solving algebraic expression
We also chose graphing, because prior to this lesson students,
have been taught how to graph linear equations. They have
learned that the point of intersection of two lines is the
solution to the system of equations.

Technology

Since this was a hard problem, we used the interactive

program to break the question down in chunks. As they
understood each piece of information they were able to select
an answer to match their thinking. The interactive program
helped them think through a hard problem.
Since students already know how to graph equations, we
encouraged them to use a graphing calculator to confirm their
answers that they calculated algebraically.

2. How effective do you think your lesson was with the students? What teaching strategies
do you feel were most effective with your students? How did you determine this?
I think the lesson was effective. This was a hard concept for the class. The problem was
framed in a way that it felt confusing even to attempt the question. However, by using the
interactive program, all students in the class, except one were able to follow along and
understand the question and solve the problem.
In the case of the student who did not follow along, I would make sure that she gets the
needed help. I would make her sit in the front of the classroom from where she can see the
board easily (since she had a problem with her vision). Also, since she did not understand the
problem from the beginning, I would make sure to provide extra scaffolding and make sure
that she stays on task.
Teaching strategies that helped to make it easier were Students highlighted the critical parts in the question.
the problem was broken down in chunks.
Using the interactive program, students were able to select answers that matched
their understanding
Students expressed their knowledge mathematically using appropriate symbols
Students combined the meaning of words to make new meanings and expressed
these mathematically
I was able to determine this because I myself used the steps mentioned above to solve the
question.
Also to make sure that this method works I made my son solve the question. He said that the
interactive program was very helpful in solving the problem.

3. In reflecting upon the planning process for integrating technology into classroom lessons,
what elements or steps do you believe are important to develop and deliver a successful
technology integrated lesson? (Content, Pedagogical and Technological Knowledge - TPCK)
The lesson taught today was an introduction to Simultaneous Equations.
In order to fully understand the content students should be able to:

be well-grounded in their ability to simplify algebraic expressions and solve algebraic

equations, using rational numbers.

Students are familiar with solving linear equations using a graphing calculator.

add, subtract, multiply, and divide accurately within the system of rational numbers,
particularly to solve real-life and mathematical problems.

There are several effective ways of teaching this content (Pedagogy):

Solving Systems of Equations by Graphing
Solving Systems of Equations by Substitution
Solving Systems of Equations by Elimination
Guess and check
Solving systems of equations Game board
Solving systems using Matrices
For the purpose of demonstrating our lesson, we chose to use:
Solving systems by graphing and solving systems by substitution
To integrate technology into the lesson there were several options:

Using GeoGebra, which is an interactive assignment that lets students graph a system of
equations using sliders

Use a graphing calculator such as a TI 83/84 to find the point of intersection of two lines
which would be the solution for the system of equations

The teacher could create an interactive program using resources from

www.prometheanplanet.com to help students reason through a problem. This method
was used in our demonstration