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Effective Teaching Technique

Effective Teaching Technique

1.Introductory paragraph
What unit do you want to transform? Why?
Include the learning standards it will address and the intended grade (8th grade) level.

2.Unit outline
Write an outline of the unit.
This should be in outline format with a brief description of each lesson as they are right now.
(Remember, you will be changing some of them.)

3.Remaining paragraphs
How are you going to encourage multiple learning approaches (e.g., multiple intelligences)? Give
specific examples.
How are you going to ensure students are practicing the �science of patterns and order?�
How are you going to provide opportunities for students to talk about mathematics throughout the
unit? Give specific examples.
How are you going to provide opportunities for students� reflective thoughts? Give specific

4.Submit the journal article or its link with your paper.

Effective Teaching Technique

According to Brophy, (2013), effective teaching techniques are achieved by
understanding and supporting the needs of the students. It is imperative for teachers to
prepare and equip their students with necessary skills required to succeed in the 21st century.
In order to reach all students from different backgrounds, a one-size-fits-all approach should
be replaced with a more transformative approach (Brookhart, 2017). In this paper, I will

discuss how to transform the unit of polynomials meant for 8th-grade students, how to make
the students practice the science of mathematics, and how to achieve different learning styles.

Unit Plan


: 3 Weeks

Learning Targets: To equip the students with skills that can
allow them solve polynomials.
Course Summary

The course targets to build on previous course on solution of quadratic equations. It examines
the graphical solution and other methods of solving polynomials.

Structure and interpretation of Quadratic Expressions

 Interpret quadratic expressions using the quantities that represent them by rewriting
 Choose an equivalent form of the expression to explain quantities of the expression.
 Factorize polynomials, identify zeros of the polynomial, and construct a graph defined
by the domain and range of the polynomial.
 Solve the polynomial function by interpreting and stating the relationship between the
two variables.
 Calculate the rate of change of the function over a specified interval.
 Write the formula of the function defining each graph in order to explain and reveal
different properties of the graph.

Essential Questions For The Course

 In what ways can you find zeros in polynomial equations, and are they helpful in
finding the stationary points?
 How can factorization be used to solve polynomials?
 What does it mean to solve a polynomial equation?
 What are the properties of polynomial equations?
Objectives Of The Course

 Solving polynomials using square roots.
 Solving polynomials using zero product property.
 Solving polynomials using quadratic formula.
 Solving polynomials using completing square method.
 Solving quadratic equations by factoring.
 Solving polynomials using u-substitution.
 Identification of the nature of the roots of polynomials using discriminants.
 Calculation of vertex, and axis of symmetry of polynomials in their standard form.
 Identification of parts of quadratics in a polynomial.
 Identification of zeros of polynomials by graphing them on the coordinate plane.
Topic Description Timeframe
Topic one: Graphs of polynomials
and their properties.
Students will graph polynomial equations of


Three days


the form. They will also translate
different polynomials functions and identify
their vertex and axis of symmetry.
Topic two: Characteristics of polynomial
equations and solution using square roots.
Students will solve polynomial equations
using square roots.

Three days

Topic three: Graphing and Solution of
Polynomial Equations using zero product
Students will solve polynomials using zero
product property

Three days

Topic four: Factorization, and completing
square method
Students will be introduced to methods of
factorization and solving polynomials using
completing square and factorization methods.

Three days

Topic five: Quadratic Formula and
Students will be introduced to quadratic
formula and solution of polynomials using
discriminant and quadratic formula.

Three days

Topic six: U-Substitution
Students will be introduced to u-substitution
and how it can be used to solve aquatic

Three days

How to Meet Student’s Needs

Firstly, in order to transform the unit and make my students keen to instructions, I will
take my time to understand their preferences. I will achieve this by conducting a multiple
intelligent assessments using three learning styles: visual, kinesthetic, and auditory. For
example, I will encourage students who like music to create lyrics and rhymes by seeking the
help of a music teacher. For students who learn best through the use of kinesthetic, I will

allow them use manipulatives and move around the classroom. This will help in making them
understand abstract ideas easily.
The biggest impact on student’s performance in mathematics is not on the amount of
money spent or technology used but on the quality of instructions from teachers (Rowntree,
2015). Maths classes are more than just solving computational problems, they involve
equipping students with strategies that make them solve and have a sense of the problems. I
will provide worthwhile tasks to my students in order to make them fully engaged. I will
ensure that they adopt concentration, effort, and persistence as their norm by giving them
challenging problems in order to sharpen and increase their thinking. In addition, I will
ensure that my classroom promotes justification and discussion by encouraging my students
to talk and share with each other. By engaging in a higher level of thinking, they will be able
to find solutions to problems. Lastly, I will provide my students with interesting and real-
world problems to help them gain a deeper understanding and incorporate learned techniques
into their day to day activities.



Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.
Brophy, J. E. (2013). Motivating students to learn. Routledge.
Rowntree, D. (2015). Assessing students: How shall we know them?. Routledge.

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