Instructional Strategy Plan

Running head: INSTRUCTIONAL STRATEGY PLAN
INSTRUCTIONAL STRATEGY PLAN
Name of the Student
Name of the University
Author Note

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INSTRUCTIONAL STRATEGY PLAN
Table of Contents
Introduction................................................................................................................................2
Discussion..................................................................................................................................2
Rationale....................................................................................................................................5
Modern Strategies......................................................................................................................8
Conclusion..................................................................................................................................9
Reference..................................................................................................................................10

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INSTRUCTIONAL STRATEGY PLAN
Introduction
The essay focuses on the instructional strategy plan to demonstrate instructional
decisions with the help of instructional strategies and assessment strategies for the plan. It
describes the learners about the context of teaching in the classroom. The plan describes the
type of learning technique which a teacher uses to help the student with learning maths and
gain understanding in the course (Brown, 2015). The technological pressures tends to have
addressed the needs of the students and teachers are highly concerned about the students for
how well the students grab the knowledge. The teachers are observing that the pressure to
give more lecture is less and efforts to make the environment highly interactive, and integrate
technology for the learning experience. The strategies allows the teacher to make the learning
experience interesting and encourage the students to learn effectively.
Curriculum Outcomes
 The teacher intends to teach mathematics to improve the mathematical knowledge for
computational skills, spatial ability and quantitative reasoning.
 The curriculum and instruction are mainly structured by expectations acknowledging
the kind of education outcomes that student should understand during completion of
curriculum
 The learners effectively learn maths with technological advancement.
Discussion
The learners are the students of the age of 6-18 who intend to study maths. The
teaching context is to aware each students to develop differently in different situations. The
context of teaching maths is that the student will perceive maths through effective learning
practices. The mathematical procedures and performance are largely determined by its

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INSTRUCTIONAL STRATEGY PLAN
context (Choi, 2015). The instructional strategies are the techniques that teachers use to build
the student more independent and to be effective strategic learners.
The mathematics curriculum is the plan for the exercises which a learner encounters
and also the actual experiences the student mostly encounters, which are designed to help
them to achieve specific objective of the mathematics. The mathematics is observed as very
important for students to proceed in any field in the future. Thus, the modern education
mathematics is a compulsory subject in the initial stage of students’ schooling (Conderman,
2014). The mathematics subject provides an effective way of developing mental discipline
and simultaneously encourages for practicing logical reasoning. The teacher intends to teach
mathematics to improve the mathematical knowledge for computational skills, spatial ability
and quantitative reasoning.
The change in the education is due to content that the teacher teaches and the student
learns from the instructional methods which teacher uses. But the curriculum and instruction
are mainly structured by expectations acknowledging the kind of education outcomes that
student should understand during completion of curriculum (Mullins, 2014). Below are the
list of maths subject relevant curriculum outcomes-
General Mathematics comprises Arithmetic, Geometry a simple Algebra. Advance
Mathematics mainly consists of integers, quadratic equation, logarithm, coordinate geometry.
For lower primary level student have arithmetic which consists of number, four operation,
simplification, money, metric system, reading clock, basic Geometrical concept. For a year 7
mathematics, the student studies 4 main areas of mathematics- algebra, probability, number,
and statistics and geometry measures (Otto, 2017). The mathematics subject is the major
teaching area.