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*****. The lesson has a cle*****r purpose which is transmitted during lesson presentation.

In the introduction to ***** film, the teacher clearly states her objectives for the lesson and explains ***** use of the pan balance as a tool to teach pre-algebra to fifth graders. The pan balance ********** a visual, tactile method that students can use ***** supplement the equations in their texts. Equations that are generally represented with equal signs can now become *****ized more in terms of their algebraic meaning: ***** balance between the two sides. Finally, the instructor emphasizes that ***** basis of the lesson is to understand the concept of equality or equivalence: which is central ***** ***** study ***** algebra.

*****. The lesson refers to background knowledge and inf*****mation from previous lessons.

In the video, the ***** does not refer directly ***** background ***** from ***** lessons. However, it is apparent that the ***** are familiar w*****h fundamental knowledge that enables *****m to perform the algebraic equations. For example, the students must frequently subtract, add, multiply or divide from each side of the ***** balance to reach ***** c*****rect answer to the problem. The *****er works with the ***** as if they already have a firm grasp of basic mathematical principles as well as the overall concept of *****at an equation is.

*****. The lesson has a cle*****r delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning).

The greatest strength of the teacher's lesson ***** is ***** variety of teaching methods she uses. Direct instruction ***** her to direct the entire class's attention ***** the board when ***** ***** explaining core *****s or going over specific *****s. The indirect instructional methods she uses includes subtle hints as ***** as inquiry. Inquiries are directed at individual students or to the class as a whole ***** the opportunity for *****ny student ***** volunteer the answer. The method ***** teacher uses encourages students to discover the answers for themselves r*****her than accept the right answer as a m*****tter of rote learning. finally, the ***** is frequently divided into groups, both small and large. ***** ***** vary to encourage maximum student interactions. Through cooperative learning the ***** sh***** their suggestions and brains*****rm. Finally, the teacher employs some ***** learning strat*****ies that allow students to ponder ***** equations on their own for brief periods ***** time. This helps the teacher make assessments during class while it also helps ***** students work independently.

D. The less***** *****resses a ***** of learning styles and intelligences.

A*****her major strength of this ********** is the way it addresses a v*****riety ***** learning ***** and *****. Algebra is trad*****ionally taught using the abstract method; students must visualize ***** concept of alphabetical variables. The notation used in traditional algebraic equations might ***** for students whose l*****ear or mathematical thinking is strong. However, students ***** in visual th*****king or tactile learning will benefit more from a lesson like this one. Furthermore, the current lesson uses ***** significant amount of verbal communications, so



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