3 Day Lesson Plan
Section
1: Lesson Preparation
Teacher Candidate Name: Erica J. Robinson
Grade Level: 6, 7, 8
Unit/Subject: Mathematics
Title of Unit and Brief Summary: Lesson 1: Extra-Extra
Squared: Exponents, Lesson 2: Extra-Extra Squared: Exponents LessonCreate
a title for each lesson and 1-2 sentences summarizing the lesson, identifying
the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe
the important classroom factors (demographics and environment) and student
factors (IEPs,
504s, ELLs, students with behavior concerns, gifted
learners), and the effect of those factors on planning, teaching, and assessing
students to facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation components of
the lesson.
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Day 1
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Day 2
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Day 3
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National/State
Learning
Standards List specific grade-level standards that are the focus of
the lesson being presented. |
6.EEI.1
Write and evaluate numerical expressions involving whole-number exponents and
positive rational number bases using the Order of Operations. |
6.EEI.2 Extend the concepts of
numerical expressions to algebraic expressions involving positive rational
numbers |
6.EEI.2 Extend the concepts of
numerical expressions to algebraic expressions involving positive rational
numbers |
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Specific
Learning Target(s)/Objectives
Based on state standards, identify what is intended to be
measured in learning. |
Write and find the
value expressions involving exponents. |
Write and evaluate numerical expressions. |
Write and evaluate numerical expressions |
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Academic Language General academic
vocabulary and content-specific vocabulary included in the unit. |
base, exponent, factor square |
distributive property, order
of operations, evaluate, numerical
expression, term |
distributive property, order
of operations, evaluate, numerical
expression, term |
© 2021-2022. Grand Canyon
University. All Rights Reserved.
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Unit Resources, Materials, Equipment, and
Technology List
all resources, materials, equipment, and technology to be used in the unit. |
Aquos Board Calculator Flocabulary Edpuzzle Exponent Cards Math Reflection Journals Flip Charts Chrome Book Math Book Resources |
Aquos Board Chart
Paper Markers Edpuzzle Math Reflection Journals Flip Charts Chrome Book Math Book Resources “Get
The Math” Website Expression Cards for Matching/Card Sorts |
Aquos Board Math
Reflection Journals Nearpod Flip
Chart Chrome
Book “Get
The Math” Website Math Book Resources Expression
Cards for Matching/Card Sorts Index
Cards |
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Depth of Knowledge Lesson Questions What
questions can be posed throughout the lesson to
assess all levels of student understanding? · Level
1: Recall · Level
2: Skill/Concepts · Level
3: Strategic Thinking · Level
4: Extended Thinking |
Level 1: Which number is the base? What number is the exponent is
this figure? Level 2: How does the repeated multiplication relate to the described
situation? Level 3: 2 plus 2 is equal to four, and two times two is four. Can
you use conclude that repeated addition and repeated multiplication is the
same thing? Level 4: The following is a set of cubes and its pattern of growth,
predict what the 8th set of pattern would look like and illustrate
it in your journal. |
Level 1: How would you describe an expression? Level 2: What can you say about all expressions? Level 3: How would you solve problem A using what you have learned
about expressions? Level 4: What
would you recommend a student practice when writing expressions in math? |
Level 1: What does z represent in the bar model? Level 2: Why does this model not have z divided into parts like the
10 cakes? Level 3: If there are 12 cakes in the 3 boxes, how could you use your
expression to find the number of cakes in the third basket? Level 4: How
would you justify the answer/solution for problem 4? |
Section 2: Instructional Planning
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Day 1 |
Day 2 |
Day 3 |
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Anticipatory Set How
will students’ prior knowledge be activated as well as gain student interest
in the upcoming content? |
Video: Students will watch a Flocabulary
Video on Exponents. This will help learners get a visual/audio and recall
this skill. |
Video Clip: Get The Math Challenge:
Restaurant and Algebra Challenge: https://www.thirteen.org/get-the-math/video/get-the-math-in-restaurants-introduction/179/ |
Video Clip: Get The Math Challenge: Using
Algebra at a Restaurant Solution: |
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Presentation of Content |
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Multiple Means of Representation Describe
how content will be presented in various ways to meet the needs of different
learners. |
White Board Cards Video
Clips Flocabulary
Rap Games Anchor
Charts Small
Group Instruction Edpuzzles |
White Board Expression
Cards Flocabulary
Rap Card
Sorts Games Anchor
Charts Video
Clip Small
Group Instruction Edpuzzle |
White Board Expression
Cards Flocabulary
Rap Card
Sorts Anchor
Charts Video
Clip Nearpod Small
Group Instruction |
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Multiple Means of Representation Differentiation Explain how materials
will be differentiated for each of the following groups: · English
Language Learners (ELL) · Students
with special needs · Students
with gifted abilities · Early
finishers (those who finish early and may need additional sources/support) |
ELL: Small Group Instruction/Anchor Charts for references Special Needs :Small Group Instruction/ Expression
Cards/Videos Gifted: Small Group Instruction/Flocabulary Rap Early Finishers: Quizlet Vocabulary Practice |
ELL: Small Group
Instruction/Anchor Charts for references Special Needs :Small Group Instruction/ Expression
Cards/Videos Gifted: Small Group Instruction/Flocabulary Rap Early
Finishers: Quizlet Vocabulary Practice |
ELL: Small Group Instruction/Anchor
Charts for references Special Needs :Small Group Instruction/ Expression
Cards/Videos Gifted: Small Group Instruction/Flocabulary Rap Early
Finishers: Quizlet Vocabulary Practice |
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Application of Content |
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Multiple Means of Engagement How
will students explore, practice, and apply the content? |
Math Journals Practice problems from math book Turn and Talk Exponent Cards Complete Exponent Chart |
Math Journals Practice New Vocabulary Turn and Talk Edpuzzle |
Math Journals Practice New Vocabulary Turn and Talk Edpuzzle Near Pod Flocabluary |
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Multiple Means of Engagement Differentiation Explain how materials will
be differentiated for each of the following groups: · English
Language Learners (ELL) · Students
with special needs · Students
with gifted abilities · Early
finishers (those who finish early and may need additional sources/support) |
ELL: Use Chart to
fill in additional Exponent problems, Card Sort Special Needs: Flip Chart Practice with Teacher (Small
Group) Card Sort Gifted: Work in small groups to create additional
expressions with exponents finding the sum and difference of exponents Card Sort Early Finishers: Reflect in Math Journals |
ELL:
Interactive Glossary to practice Vocabulary Special
Needs: Mini Lesson with Flip Charts Gifted:
Write and solve expressions with positive numbers under 5. Practice Card Sort Early
Finishers: Match solutions with problem cards |
ELL: Complete Edpuzzle on Expressions Special
Needs: Work with Expression Cards w/Teacher (Card Sort) Gifted:
Predict possible Solutions for yesterday’s Get Math Problems and record them
into their journal Early
Finishers: Complete the Flocabulary video on Expressions |
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Assessment of Content |
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Multiple Means of Expression Formative
and summative assessments used to monitor student progress and modify
instruction. |
Exit Slips Questions during lessons Thumbs Up or Down Checks of understanding from math series Math Journals EdPuzzles Flocabulary Quiz Quizlet Practice |
Exit Slips Questions during lessons Thumbs Up or Down Checks of understanding from math series Math Journals Near Pod EdPuzzles Flocabulary Quiz |
Exit Slips Questions during lessons Thumbs Up or Down Checks of understanding from math series Math Journals Near Pod EdPuzzles Flocabulary Quiz |
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Multiple Means of Expression Differentiation Explain how materials
will be differentiated for each of the following groups: · English
Language Learners (ELL) · Students
with special needs · Students
with gifted abilities · Early
finishers (those who finish early and may need additional sources/support) |
ELL: Use I Can Check List, Exit Slips Responses, Journal Responses,
Edpuzzle Responses, and End of Chapter Test Prep Responses Special
Needs: : Use I Can Check List, Exit Slips Responses,
Journal Responses, Edpuzzle Responses, and End of Chapter Test Prep Responses Gifted:
: Use I Can Check List, Exit Slips Responses, Journal
Responses, Edpuzzle Responses, and End of Chapter Test Prep Responses Early
Finishers: Fill in Exponent Chart at 80% Accuracy |
ELL: Math Journal Reponses Small
Group Activities Thumbs
Up, Thumbs Down during Instruction, Exit Slips, Edpuzzle Responses, I Can
Checklist Responses Near
Pod Respones Special
Needs: Math Journal Reponses Small Group Activities Thumbs Up, Thumbs Down during Instruction, Exit Slips, Edpuzzle
Responses, I Can Checklist Responses Near Pod Responses Gifted: Math Journal Reponses Small
Group Activities Thumbs
Up, Thumbs Down during Instruction, Exit Slips, Edpuzzle Responses, I Can
Checklist Responses, Work in “Get The Math” Challenge
Website Early
Finishers: Watch a video from the “Get The Math” Website, Find a new
challenge and complete a 321 Slip. |
ELL: Math Journal Reponses Small
Group Activities Thumbs
Up, Thumbs Down during Instruction, Exit Slips, Near Pod and Flocabulary
Responses, Edpuzzle Responses, I Can Checklist Repsonses Special
Needs: Math Journal Reponses Small
Group Activities Thumbs
Up, Thumbs Down during Instruction, Exit Slips, Edpuzzle Responses, I Can
Checklist Responses Nearpod
Responses Gifted:
Math Journal Reponses Small
Group Activities Thumbs
Up, Thumbs Down during Instruction, Exit Slips, Edpuzzle Responses, I Can
Checklist Responses. Work
in “Get The Math” Challenge
Website, Nearpod Responses Early
Finishers: Visit the “Get the Math” Website. Complete a reflection stem in
Math Journal |
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Extension Activity and/or Homework |
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Identify
and describe any extension activities or homework tasks as appropriate.
Explain how the
extension activity or homework assignment supports the learning
targets/objectives. |
Practice Pages from Math Book will be used
for Homework, or Complete a Problem 3 from the Math
Book on-line with a Family Member, by watching the on-line Video. |
Practice
Pages from Math Book will be used for Homework, or Explore, “Get The Math” Website with a family
member, or friend |
Practice
Pages from Math Book will be used for Homework, or Explore, “Get The Math” Website with a
family member, or friend. Co |
Reflection:
This
three-day lesson was created to meet the requirements of my 8th grade
intervention group of students who are working on a 6th grade algebra level.
The algebra strand was notably low among all members of the groups. Exponents
and expressions are fundamental concepts that math students must understand in
order to succeed in algebra. The lessons were differentiated by using small
group instruction based on the students' needs. Exit slips in the lesson can be
utilized to differentiate for students need the next day. For students with
visual impairments, flip charts and anchor charts are used throughout the
session. Along with small group instruction, various learning options were
provided to help students excel in digital platforms such as Nearpod, Edpuzzle,
and Flocabulary. Strategies such as the use of card sorts were added each day during
small group instruction on every level. According to Parmeland (2023), card
sorting provides framework for effective math conversation. Assigning card
sorts in groups of two or three allows students to express their rationale and
evaluate the thinking of others. This is a crucial strategy for this small
group of eighth graders who, two years ago when they were in sixth grade, may
have been unable to reason due to a skill deficiency. However, they can now
articulate their mathematical reasoning with support. Furthermore, daily
opportunities were provided to all pupils to consult the "I Can
Checklist" as a means of assisting them in evaluating their individual
progress towards the learning objective. This practice of informally assessing
my students each day helps determines where I start the following day and
assesses the quality of my lesson.
Pandolpho (2018) states that student reflections can also serve as a
powerful formative assessment tool for the teacher—we [they] can use them to
make changes to improve the lesson format for future students. This is
significant because it allows me to modify my instruction in order to address
areas of confusion among students who may be uncertain about their knowledge,
thereby facilitating assessment. The lesson plan also incorporates the
extensive utilization of the students' math journals. By providing students with sentence stems,
prompts, to direct their reflections in their journals, this mathematical use
enables them to reflect on their learning. This allows for my review of the
content contained within the journals. According to McAnelly (2021), prompts
can inspire a student to assess accomplishments and obstacles, draw comparisons
or distinctions, and offer change.
Because
many of my students indicated that they were reflective learners on my learning
styles survey, I recognized that using reflective journal was the greatest
approach for students to demonstrate their understanding of the subject as
opposed to responding to learning in other ways. Also, providing opportunity
for students to reflect upon the use of algebra in everyday life was strongly
used in this lesson as well. I used the website, “Get the Math” restaurant
activity to motivate my slightly older, 8th grade students to see
how algebra can be used in the world in a fun and engaging way and according to
Morin (2023), teachers can additionally incorporate math practice into daily
life by engaging students in activities such as cooking or playing board games.
For two days throughout the class, the website served as an opener to pique
students' interest in the subject of mathematics and to meet the demands of my
group with global learners. The website provides learning opportunities for all
students, demonstrates the diversity of cultural representations, lets them
reflect while watching the videos, attends to the needs of verbal and auditory
learners, provides models for my visual learners, and gives them multiple
chances to reflect on what they've learned by applying what they've learned to
mathematical reasoning. According to website, the majority of teachers rated “Get
the Math” right for education, student engagement, and teacher benefit. (WNET,
2023)
References:
McAnelly,
N. (2021). How math journals help students process their learning.
Edutopia. https://www.edutopia.org/article/how-math-journals-help-students-process-their-learning
Morin, A.
(2023, October 5). Skills Kids Need going into eighth grade. Understood.
https://www.understood.org/en/articles/skills-kids-need-going-into-eighth-grade
Pandolpho,
B. (2018). Putting students in charge of their learning. Edutopia. https://www.edutopia.org/article/putting-students-charge-their-learning
Parmeland,
S. (2023). Using card sort activities in the math classroom. ISTE. https://iste.org/blog/using-card-sort-activities-in-the-math-classroom
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