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The lesson focused on using differentiated instruction to teach students how to represent real-life situations with algebraic expressions and equations, following Tomlinson’s principles of differentiation. A tiered activity was designed to cater to varying readiness levels, ensuring all students engaged meaningfully with the content through scaffolded tasks and independent challenges. The lesson incorporated key teaching principles, ongoing formative assessment, and collaborative learning to enhance understanding and demonstrate the practical value of algebra.

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Luzviminda Quileste
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5 views1 page

Annotation

The lesson focused on using differentiated instruction to teach students how to represent real-life situations with algebraic expressions and equations, following Tomlinson’s principles of differentiation. A tiered activity was designed to cater to varying readiness levels, ensuring all students engaged meaningfully with the content through scaffolded tasks and independent challenges. The lesson incorporated key teaching principles, ongoing formative assessment, and collaborative learning to enhance understanding and demonstrate the practical value of algebra.

Uploaded by

Luzviminda Quileste
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

ANNOTATION

Lesson: Representing Quantities in Real-Life Situations Using Algebraic Expressions and


Equations
Indicator 1.2.2: Uses research-based knowledge and principles of teaching and learning to
enhance professional practice
Focus: Use of Differentiated Activity

During my lesson demonstration on representing quantities in real-life situations using algebraic


expressions and equations, I applied research-based differentiated instruction to address the
diverse needs, readiness levels, and learning profiles of my students. This approach is grounded
in Tomlinson’s principles of differentiation, which emphasize providing multiple pathways for
students to understand and process mathematical concepts.

To support varied abilities, I designed a tiered differentiated activity with a common learning
goal—translating real-life situations into algebraic expressions and equations—but with different
levels of structure and challenge. Learners who needed more guidance received scaffolded
problem sets with prompts and visual cues, while those who were ready for independent work
solved open-ended tasks that required creating their own real-life scenarios and forming
corresponding algebraic representations. This ensured that all students engaged meaningfully and
confidently with the content.

The lesson also reflected key principles of teaching and learning, including learning by doing,
connecting new learning to prior knowledge, and promoting active participation. I began with
concrete and relatable examples to activate schema, following the research-supported Concrete–
Pictorial–Abstract (CPA) progression. Students collaborated in small groups, applying
Vygotsky’s social constructivist theory that learning becomes deeper when built through guided
interaction.

Ongoing formative assessment—through observation, questioning, and feedback—helped me


monitor understanding and adjust support where necessary. This practice aligns with research
emphasizing immediate feedback as essential for correcting misconceptions and reinforcing
accurate reasoning.

Overall, the use of differentiated activity demonstrated my commitment to using research-based


knowledge and sound pedagogical principles to enhance my teaching. By offering varied entry
points and ensuring equitable access to mathematical understanding, I created a learning
environment where all students could successfully represent quantities algebraically and see the
practical value of algebra in everyday life.

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