Education Essay – Lesson Plan Evaluation
Evaluation of the Lesson Using the TARP Rubric
The TARP rubric aims to give a guideline on the extent to which lessons are interactive, authentic, and inquiry-based. The central point of this lesson plan is that it starts with an authentic task that looks at the remainder theorem and how it relates to the real world. Students in the class are given an opportunity to relate polynomial factors, zeros, and remainders with a specific practical application. Remainder theorem implementation in a task adds some authenticity factor to the assignment (Harper & Edward, 2011). The job’s authenticity rating is very high (4/5). As a result, the assignment is entirely consistent with the TARP evaluation tool’s first criterion- relating to real-life scenarios in mathematics.
The lesson plan incorporates various learning tools and resources, including calculators and a worksheet, to facilitate the easy assessment of learners’ understanding. In addition, with the usage of technology, it is possible to offer more interesting and playful exposure. This tool is given a medium rating (3 out of 5). The multi-playing technology tools are relevant, but the lesson itself would need more interactive resources or online simulations to enhance student involvement and discovery.
The lesson emphasizes problem-solving by walking students through the use of the remainder theorem and the relationship between factorization and roots. Nevertheless, this depth of understanding could be reflected in student-led inquiries and explorations, enabling them to develop their own strategies and suppositions (Harper & Edward, 2011). The evaluation (grade) for problem-solving and inquiry is 3 out of 5. If the lesson is a patchwork of problem-solving assignments, I recommend including more hands-on research tasks and experiments, which would allow students to formulate their own solutions.
The lesson plan provides students the chance to have a look at their work by analyzing homework solutions and participating in discussions as well. Nonetheless, a more visible call to action and more frequent reflection tools like group discussions or written reflections could be provided. The rating for reflections and communication is moderate (3 out of 5). The lesson plan comes up with a few strategies for reflection and communication, but some other strategies could be used that would lead to deeper learning.
Assessment Supporting Student Learning
In the lesson plan, assessment supports student learning as it provides chances for students to give examples of using the remainder theorem and the relationship between factors and zeros of polynomial equations that they have learned. The worksheet as an assessment tool allows students to apply skills learned in the lesson to find roots and explain the underlying concepts. By completing homework and in-class problems, students receive the chance to consolidate the learned material as well as correct their mistakes. The test leads to a critical reasoning and problem-solving approach as students walk through the exercises by relating concepts to their lives. It allows them to express their solutions as well as the process of creation through writing and presentations to other students.
Fulfillment of Common Core State Standards and NCTM Standards
The lesson fulfills the goals of Common Core State Standards and NCTM Standards. It aligns with CCSS and HSA-APR. B.2, which is about the application of the polynomial remainder theorem and explains the relationship between factors and zeros of polynomials. In this lesson, students are taught to reason through the relationships among polynomial factors, zeros, and remainders. The concept of construction and communication of mathematical arguments follows the NCTM Standards for Reasoning and Proof. Furthermore, the lesson meets the NCTM Standard for Algebra by working with polynomial equations, applying algebraic tools such as the remainder theorem, and identifying the roots.
References
Harper, S. R., & Edward, M. T. (2011). A new recipe: No more cookbook lessons. The Mathematics Teacher, 105(3), 180-188.
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Question 
In a single essay,
a. Evaluate your lesson using the TARP rubric from the article, “A New Recipe: No More Cookbook Lessons by Suzanne R. Harper and Michael Todd Edward”, explaining the ratings you feel are appropriate and why.
b. Describe how the assessment in your plan supports student learning.
Education Essay – Lesson Plan Evaluation
c. Explain how the lesson explicitly fulfills the goals of the Common Core State Standards and the NCTM Standards.