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    Sample Math Lesson

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    Sample Math Lesson

    Uploaded by

    api-232559969
    122 views4 pages

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    sample math lesson

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    122 views4 pages

    Sample Math Lesson

    Uploaded by

    api-232559969

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    of 4

    1. Lesson Plan Information Subject/Course: Math Grade Level: Six Topic: Algebra 2.

    Expectation(s) Expectation(s) (Directly from The Ontario Curriculum):

    Name: Alexandra Morello Date: 10/17/2012 Time: 4:00-4:40 Length of Period: 40 Minutes

    Patterns and Relationships Determine a tern, given its term number, by extending growing and shrinking patterns that are generated by adding or subtracting a constant, or multiplying or dividing by a constant to get the next term Variables, Expressions and Equations Identify, through investigation, the quantities in an equation that vary and those that remain constant Learning Skills (Where applicable): 3. Content What do I want the learners to know and/or be able to do? Represent patterns using algebraic expressions. Today learners will: Use manipulatives to help them solve problems. Use the formula y=mx+b correctly. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? I will know if the students are able to represent patterns using algebraic expression by watching them while they are working and through general class discussion. I will also collect their practice question to help me gauge what they understood and what I need to go over again. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? The learners will need to bring prior experiences of algebra, patterning and variables (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) Some differentiation may include: - if there are trouble with fine motor skills, popsicle sticks can be used - The popsicle sticks/toothpicks can be painted different colours in sets of three, this will help the student to visually see each grouping of three

    Schulich School of Education

    B. Learning Environment This activity will happen within the classroom, in groups at a students desk. I will be in front of the class teaching and walking around when the students are working independently. C. Resources/Materials 3 packs of toothpicks White board marker Matching game q-cards Chart paper

    6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) Before the class starts, I will put the following charts on the board to get the students thinking about number patterns. X Y X Y X Y 1 5 1 -4 1 1 2 10 2 -3 2 4 3 15 3 -2 3 9 4 20 4 -1 4 16 5 25 5 0 5 25 Answer: Answer: Answer: Xx5 X-5 X squared 5 minutes Minds On: State Learning Goal: Representing patterns using algebraic expression - Give a q-card out to each person - Instruct them to find their partner with the corresponding card - These are your partners for the activity - This is a refresher from last week Correct matches are: A-B Pattern Blue Green Blue Green Blue Green Increasing Pattern 5 10 15 20 25 30 35 40 Decreasing Pattern 100 90 80 70 60 50 40 I will give the groups a couple of minutes to look at the tables on the board and see if they are able to extend the pattern. I will ask them to verbally describe the pattern and what the equation would look like if they were to write out the algebraic expression. MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). 30 Minutes Hands On: 2 Make the base of a tree as I have with the toothpicks given Continue to increase the pattern by adding a triangle on the top of the tree. Every time you add a triangle, Schulich School of Education

    make the base of the previous tree Make a t chart to help you keep your numbers organized Number of Triangle 0 1 2 3 4 5 Number of Toothpicks Used 1 4 7 11 13 16

    Do you notice any patterns in the T-Chart? Record any patterns that you see After the students have made a minimum of 5 triangles, discuss any patterns that were noticed How could we find out how many toothpicks there will be if we had 50 triangles o Y=mx + b y=3(50) + 1 y=150 + 1 y= 151 Therefore, if there were 50 triangles, we would need 151 toothpicks. Is there an algebraic expression we can use to help us? If we use the formula y=mx+b Can you Identify what each letter represents o Y= total toothpicks o M= number of toothpicks in a triangle o X= how many triangle there are o B= original starting point Can we use this formula to discover how many toothpicks we will have with the formula with the following number of triangles; 32, 203, 25, 5, 123, 1001

    Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? 5 Minutes - What are the key points from this lesson: o What y=mx+b represents o When to use y=mx+b formula - Extra Practice: Follow the same steps with a square. Find the algebraic expression to represent this pattern o Answer: y=3x+4 if you use a full square as your starting point, therefore you do not count your starting square in your x representation of squares OR y=3x+1 if you use the single toothpick as your starting point and you count the original square as your starting point - Extensions: o Can graph this linear formula o Discuss linear models Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) The students will demonstrate their learning by producing the right answer. I will know this by seeing if they are correct when I am walking around the classroom. Also, they will be applying their knowledge when they are doing their practice question. I will ask them to hand in their work to see if they are on track or I need to discuss this concept again. CONCLUSION: How will I conclude the lesson? I will conclude the lesson by asking if there are any questions or anything that the students want to go over before starting the next lesson.

    Schulich School of Education

    7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? This was a sample lesson plan I did in math class.

    Schulich School of Education

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