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    Siop Lesson Plan

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    This lesson plan teaches college students about modular arithmetic over 25 minutes. Students will first solve division problems to connect to prior knowledge. Then the teacher will define modular arithmetic using simple terms and examples. Students will practice modular arithmetic problems independently on whiteboards and receive feedback. Finally, students will assess their understanding by writing their own definition of modular arithmetic and summarizing the relationships between division, remainders, and modular arithmetic operations.

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    Siop Lesson Plan

    Uploaded by

    api-445759249
    53 views2 pages
    This lesson plan teaches college students about modular arithmetic over 25 minutes. Students will first solve division problems to connect to prior knowledge. Then the teacher will define modular arithmetic using simple terms and examples. Students will practice modular arithmetic problems independently on whiteboards and receive feedback. Finally, students will assess their understanding by writing their own definition of modular arithmetic and summarizing the relationships between division, remainders, and modular arithmetic operations.

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    This lesson plan teaches college students about modular arithmetic over 25 minutes. Students will first solve division problems to connect to prior knowledge. Then the teacher will define modular arithmetic using simple terms and examples. Students will practice modular arithmetic problems independently on whiteboards and receive feedback. Finally, students will assess their understanding by writing their own definition of modular arithmetic and summarizing the relationships between division, remainders, and modular arithmetic operations.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    53 views2 pages

    Siop Lesson Plan

    Uploaded by

    api-445759249
    This lesson plan teaches college students about modular arithmetic over 25 minutes. Students will first solve division problems to connect to prior knowledge. Then the teacher will define modular arithmetic using simple terms and examples. Students will practice modular arithmetic problems independently on whiteboards and receive feedback. Finally, students will assess their understanding by writing their own definition of modular arithmetic and summarizing the relationships between division, remainders, and modular arithmetic operations.

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    © All Rights Reserved
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    of 2

    SIOP LESSON PLAN: Template 2

    Standards:
    CC.2.1.6.E.2
    Identify and choose appropriate processes to compute fluently with multi-digit numbers.
    CC.2.1.6.E.3
    Develop and/or apply number theory concepts to find common factors and multiples.
    CC.2.1.6.E.4
    Apply and extend previous understandings of numbers to the system of rational numbers.

    Themes: modular arithmetic, remainders


    Lesson Topic: Modular Arithmetic
    Objectives:
    Language:
    By the end of this 25-minute lesson, college students will be able to verbally define
    modular arithmetic in their own words with 90% accuracy.
    Content:
    By the end of this 25-minute lesson, college students will be able to solve modular
    arithmetic problems with 80% accuracy.

    Learning Strategies:
    Key Vocabulary: modular arithmetic, remainders, division
    Materials: White board

    Motivation:
    (Building background)
    I am going to start by having students solve a division problem as a class. We are going to
    emphasize how there is a remainder when dividing. This will connect to their prior knowledge on
    division.
    Presentation:
    I will state the objectives at the beginning of the class, and they will be written on the
    board. One strategy I will use is to break down the concept of modular arithmetic into simple
    terms. We will conduct a very simple modular arithmetic problem to begin. I will also use
    questioning to engage the students and make them think critically. I am using questioning so that
    students take their thought process even further. Also, this will force students to think about why
    they are doing the steps of each problem. As a strategy for the new vocabulary, I will use
    modeling of how to use the vocabulary words. Students most likely already know the definition
    of division and remainder, so I will model problems with these concepts to have them create
    their own definition of modular arithmetic.
    I will have students complete practice problems on whiteboards. The directions for this
    activity will be as follows:
    Everybody grab a whiteboard. I will write a modular arithmetic problem on the board. Solve this
    problem with a partner, but each of you should write your work and your answer on your own
    board. Show all work. Put down your marker when you have an answer. Do not hold up your
    answer until I say so. Once I say to hold your boards up, raise your board in the air. I will review
    the question if there are any incorrect answers.
    As the students complete this whiteboard activity, I will walk around the classroom to give them
    feedback and aid them when needed.

    Practice and Application:


    Students will apply their knowledge of division and remainder in the beginning activity by
    completing a pair of division problems. Students will complete modular arithmetic practice
    problems on white boards.
    Review and Assessment:
    At the end of the lesson, each student will write down their own definition of modular arithmetic.
    We will review the relationship between division, remainder, and modular arithmetic by
    summarizing in words what each component of a modular arithmetic problem means. They will
    do this summary with partners, then we will review as a class at the end.
    Extension:
    If students finish early, then we will do harder modular arithmetic problems by solving for x in a
    modular arithmetic equation.

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