Instructional Planning and Presentation in Elementary Education – C368 Flashcards Preview

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Flashcards in Instructional Planning and Presentation in Elementary Education – C368 Deck (82)
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Create a graph based on time and distance

Patterns, functions, and algebraic structures


Practice solving equations using a balance

Patterns, functions, and algebraic structures


Use number properties to rewrite expressions

Number sense, properties, and operations


Read a book about finding circumference and area

Shape, dimension, and geometric relationships


Play a game that involves rolling two sets of dice and examining the outcomes

Data analysis, statistics, and probability



Provide successful male and female role models



Include psychomotor development activities



Challenge with varied assignments



Identify and clarify difficult words and passages



Use familiar speech and events


Socio-economic status

Provide realistic expectations for work


A teacher develops a lesson in which students will complete math problems that demonstrate their understanding of the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions.

How does this lesson plan align with the mathematics content standards for fourth grade?

It takes number sense into consideration as one of the strands for this lesson.


In a second-grade class, students explore equivalent fractions through music. Using an interactive white board lesson demonstrating whole notes, half notes, quarter notes, eighth notes, and sixteenth notes played by an alto sax, the students will count the length of the music notes by clapping. Students will write a fraction for each of the notes on their own white board and then check their answer on the interactive white board.

Which statement is true regarding this lesson plan?

The instructional strategies are aligned with state math standards, but are not appropriate for the grade level.


A teacher has just covered a state-curriculum standard that requires students to learn the articles of the Constitution. Afterwards, students will be assessed on their ability to correctly and completely recite each article to the teacher.

Which statement about the measurability of this assessment is true?

It is a criterion-referenced assessment that will measure performance.


A third-grade teacher is creating a language arts lesson to address the following standard:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade three topics and texts, building on others' ideas, and expressing their own clearly.

The teacher plans for students to read a short story at the third grade reading level, and then will place students in small heterogenous groups to discuss the characters in the story.

Which statement describes how the lesson plan aligns to the standard?

Students are engaging in a peer discussion in diverse groups.


A math teacher presents students with various examples of polygons and non-polygons and asks the students to develop a definition of polygons based on the examples and non-examples.

Which type of instructional approach is this teacher using?

Inductive instruction


A fifth-grade teacher decides to use an eighth-grade lesson plan in which students will listen to a guest speaker discuss the importance of engaging in community service for their local neighborhood, and then will ask the guest speaker questions.

The original lesson had students write a paper that delineated the speaker's argument and specific claims and evaluate the soundness of the argument. The teacher replaced this activity with one in which students would write a paragraph summarizing the information provided by the speaker with appropriate elaboration and detail.

Why did the teacher make the adjustment to the lesson plan?

The original activity required skills that were too advanced for fifth-grade students.


A teacher develops a lesson plan to address the social studies state standard.

Goal: Students in a fifth-grade class will learn about the civil rights movement and legislation such as the Civil Rights Act of 1964 that revolutionized employment equality in the United States.
Objective: Students will summarize the components of the Civil Rights act.

How can the teacher assess students’ knowledge of the Civil Rights Act of 1964?

The teacher could have the students participate in reciprocal teaching activities as students are evaluated on comprehension of the Civil Rights Act.


A seventh-grade math teacher is planning a unit on geometric figures. Two of the objectives for the unit are:
1. Determine if geometric figures are similar.

2. Identify measures of sides and angles of congruent figures.What is one way the teacher could incorporate differentiated instruction into this lesson?

Have students create a geometric design of their choice that includes congruent figures


Students go to a designated place to pursue activities on a given topic.

Learning centers


Students investigate the facts of a particular issue and report these facts.

Project-based inquiry


Students learn by doing, typically by identifying solutions to a problem.

Problem-based learning


Students engage by becoming directly involved in mock events or conflict.



A teacher develops a lesson plan to discuss key legislation and judicial rulings concerning civil rights.

What are two ways this lesson plan can be enhanced to include evidence-based instructional strategies?

- The teacher requires students to create a historical timeline to organize the events in a specific chronological order.
- The teacher requires students to engage in a debate about the effectiveness of the key legislation that was enacted.


Students learn about life before and after creation of the United States Constitution. The teacher begins by giving students examples of what life was like before the Constitution. The teacher then creates a Venn diagram to demonstrate the similarities and differences. The teacher provides a few similarities, but students are required to complete the remainder of the diagram. Students work in cooperative groups to complete the diagram and the teacher provides feedback. The teacher questions the students about why they organized the diagram in that manner. She assigns mandatory homework for students to interact more with the material at home.

What are two examples of current research and evidence-based instructional strategies used in this lesson?

- The use of a graphic organizer
- The use of questioning techniques


A teacher has created a standards-based lesson plan on the state constitution. The teacher uses an anticipatory set as an instructional strategy for this lesson. As part of this activity, students will visit the State Capitol to attend a legislative session in which state senators debate how schools will be funded. Students are required to research the bill in advance and construct questions for the senators.

What would be the teacher’s justification for using this instructional strategy?

It establishes the context and increases student engagement.


A teacher has developed a lesson plan for teaching fraction concepts to a fourth-grade class.

Which additional research-based activity is developmentally appropriate?

Include possible engaging questions such as “When might you use a fraction?”


Which scenario describes a problem-based learning model?

The teacher questions students as they work in groups to discuss possible strategies to end a historical conflict.


Which two lesson plans incorporate problem-based learning into instruction?

- Students will gather and analyze data about local drinking water to determine if drinking water is comparable across the tri-county area. If students find some water to be unsafe, they will pose possible solutions to the problem.
- Students collect samples from water fountains at the school to determine the amount of bacteria that might be present. Students will review results and then come up with a solution to protect students' health if bacteria is prevalent.


A teacher is having her students learn about money and budgets. She plans on having the students pretend to give a dinner party. Each small group is given the same amount of money and a recipe and will purchase the pretend items in a classroom store.

How can this activity be adapted to incorporate a problem-based learning experience?

Ask the students to select recipes based on the money they have been given