Math Lesson Preparation and Instructional Planning - Essay Example

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

This is a lesson that is based on mathematical operation and skills. It focuses on making sure that the students can handle mathematical operations such as subtraction, addition, division, and multiplication. When the lesson ends, each should be capable of tackling mathematical operations and understanding the operations' skills and concepts.

Classroom and Student Factors/Grouping:

The classroom environment is the primary factor, and it affects the learning of the students. Every student needs an optimistic classroom climate for better performance and studying. The classroom environment is the prevalent attitude, the mood felt by the students and the teacher in class, the tone, and the teacher's and student's attitude.

A positive class environment needs to be supportive, welcoming, and safe in connection with student learning. This kind of environment is formed by improvement and aids of norms, rules, development of the best peer interaction, and nurturing positive interaction among students at the time of the lesson.

The advancement of class rules supports polite and safe behavior. It allows the teacher to develop a safe and predictable climate for students. These rules provide the students with opportunities and clear boundaries that will help them make respectable choices and exercise self-regulation.

The learning classroom factors (a teacher, 30 students, and two paraprofessionals) and student factors (IEPs, additional room, and 504 students) contain a combination of general, special education learners.

National/State Learning Standards:

Use of subtraction and addition to solve algebraic problems and equations by using appropriate tools (calculator, spreadsheet, protractor, pencil, etc.).

Specific Learning Target(s)/Objectives:

• The student will know the order of addends might change, but the result will remain the same.
• The student will manage to use mental mathematics strategies to solve operations that consist of numbers.
• They will understand that operations with numbers can be simplified using identity, associative, and commutative properties.

Teacher’s notes

The lesson deals with mathematical operation concepts with subtraction, the addition of algebra.

The first lesson will mainly deal with the introduction of the topic.

The second day will be the introduction of terms and concepts' explanations.

The third day will involve covering the whole topic and trying students' understanding by giving short questions.

Agenda

Formative Assessment

Introduction of the topic on the first day.

Discussing facts and concepts relating to the topic. Engaging the students in tests to obtain several solutions.

A maximum of 10 minutes for each task.

Ask students several questions to ensure that they understood the topic.

Ask questions to make sure that the student understood the concept.

Check if the students have solved the problems based on their understanding.

Request the students to identify a question they would attempt using the same operation.

Academic Language

Vocabulary

Functions

Form

Constant is a value remaining the same in the whole equation.

The equation is used to refer to the values of two mathematical expressions when they are equal.

An expression is the combination of values to indicate how values compare and belong to each other.

The students show their understanding by reciting basic concepts and answering the questions correctly.

Using pictures will aid the students to identify concepts and their meaning.

Miming

Resources, Materials, Equipment, and Technology:

Materials used consist of markers, projector, interactive whiteboard, number tiles, and chart paper.

Section 2: Instructional Planning

Anticipatory Set

The lesson relates to the previous lessons using subtraction and addition of terms and creation of equations.

• I will use task cards and request the students to solve mathematical operation problems.
• I will interview the students to get to be aware of their understanding of the topic.

Time Needed

Two days

Multiple Means of Representation

• I will provide avenues that will help students to express their selves.
• I will offer options for sign information.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL):

It provides them with the opportunity to learn similar English like native English learners and provide tests with simple language compared to the rest.

• Students with special needs:

Grouping students according to their ability and managing the classroom to provide a supportive and safe environment.

• Students with gifted abilities:

Offering them with a difficult task then test if they will manage and allowing gifted students to work together.

• Early finishers (those students who finish early and may need additional resources/support):

Provide them with an extra task to do after completing their task.

Time Needed

A month

Multiple Means of Engagement

• I will break enormous task to small portions to avoid errors and understanding in case of feedbacks.
• I will use circular seating positions to enable the students to see each other.
• I will provide several chances for and feedback assessments.

Explain how you will differentiate activities for each of the following groups:

• English language learners (ELL):

Considering the whole terms and concepts for the lesson and eliminating terms that are not important.

• Students with special needs:

Designing posters, performances, drawings, and models to show what they have learned to gauge their strengths and understanding.

• Students with gifted abilities:

Using a different curriculum to assess their skills.

• Early finishers (those students who finish early and may need additional resources/support):

Providing work to them like drawings to keep them busy after completing their tasks.

Time Needed

A week

Multiple Means of Expression

Students will write down in paper what they have understood during the lesson and what they experienced. The students will choose the type of assignment that they are comfortable with, both research reports, the creation of videos, and other methods. Formative assessments by the students will help in understanding their take on the lesson.

Explain how you will differentiate assessments for each of the following groups:

• English language learners (ELL):

Using sentence frames help them with academic language. Allow support using the native language and respecting their silent period.

• Students with special needs:

Using visual signs based on learning styles and using unique vocabulary dealing with them.

• Students with gifted abilities:

Give them time to ask all the questions that they need to know, and monitoring them carefully to see what they do is right.

• Early finishers (those students who finish early and may need additional resources/support):

Letting them do any interesting thing quietly without disturbing other students.

Time Needed

A day

Extension Activity and/or Homework

Find the value of X in the following questions:

8x+ 3=24

-6+x=12

The homework is a practice based on skills and will help test students' understanding.

Time Needed

A day

DOK Essential Questions

DOK Level

One Question from that Level

Examples of Student Responses

The rationale of why Chosen Question Meets DOK Level

Level 1: Recall

Identify the basic terms of algebra.

It has addition, subtraction, multiplication, and division.

Focus on which comes first between the four equations.

Level 2: Skill/Concept

Explain to solve the following equation

2x+10=?

Begin by grouping x in its part then find the value of x, which is -5.

Using letters and numbers to help them understand the kind of questions algebra focuses on.

Level 3:

Strategic Thinking

What happens if you add subtraction and multiplication in an equation?

If you use both symbols, you will need to use the algebraic formula.

They need to understand the concept of negative numbers appearing. Peer interaction helps the students share different solutions to the questions.

Level 4:

Extended Thinking

Given the equation 6+? =24. Create additional numbers to find the solution.

If I have 24 oranges and my friend borrows 6, I will remain with 18 oranges.

If I have two friends and twenty-four oranges, I will give 6 to each of them and remain with 12 oranges.

They will know the relationship of subtracting and adding numbers. Additionally, peer interactions helped them support one another in learning.