Grade Six Mathematics

Part 1:
Lesson plan 1
1. Lesson Plan Information
Subject/Course: Mathematics
Name:
Grade Level: Sixth
Date: Time:
Topic: Fractions
Length of Period: 1hr 30 minutes
Standard: Pennsylvania’s Common Core State Standard CC.2.3.2.A.2 for Mathematics
2. Lesson objective(s)
Expectation(s) (Directly from The State Curriculum):
i. Understanding of fractions (parts of a fraction)
ii. Understand basic operations with fractions
· Addition
· Subtractions
· Division
· Multiplication
iii. Ability to perform operations with fractions
Learning Skills (Where applicable):
· Creative thinking
· Critical analysis
3. Learning Context
A. The Learners
Sixth grade learners have basic knowledge on fractions, how to perform basic operations on fractions.
To accommodate diversity (learning), different methods of instructions will be used. The primary method of instructions will be guidance notes to ensure challenged learners are carried along.
B. Learning Environment
A learner-centered classroom environment is to be used. Classroom practices will be aimed at discovering what the students think, their misconceptions, and help students readjust their ideas and to create robust ideas on mathematical concepts.
C. Resources/Materials
· Guidance notes
· Chalkboard and chalk
· Writing materials for students
4. Teaching/Learning Strategies
INTRODUCTION
Lesson will be introduced by reflecting on students understanding of fraction, through oral questions. The knowledge students have will inform the background information to be covered on fractions. The oral questions will be asked by the teacher on random students. The questions will be based on prior knowledge from lower grade curriculum requirements.
MIDDLE:
The lesson will then progress to cover the course requirements for sixth grade students. New concepts will be taught through the guided notes, with students expected to make notes on the spaces provided.
Other methods that will be used in learning include;
· Integration of technology. In addition to calculations, calculators and computers will be used by students.
· The learning process will be done through a problem-based approach. The teacher will use problem to help students understand how to perform the various operations with fractions. The mathematical problem will be written on the board, and then solved by engaging the students in the process to solve it.
· After, a significant number of problems are solved; the class will be divided into groups and given problems to tackle them as a group.
CONCLUSION: How will I conclude the lesson?
Lastly, the lesson will be completed with an individual problem. A problem will be given for each student to complete individually. The problem will then be marked by the teacher instantly. The problem will be assessed not just on the correctness of the problem, but also the time taken to complete the problem.
5. Diversity integration
First, the class setting and the sitting arrangement will be done to ensure every student is comfortable based on their physical capabilities. Second, sitting arrangement will be done to promote integration of ethnicity and racial diversity and learning capabilities, this will also be promoted in the groups. Lastly, various learning and teaching methods will be used as discussed earlier so as to ensure inclusivity and learning of every student.
Lesson plan 2
1. Lesson Plan Information
Subject/Course: Mathematics
Name:
Grade Level: twelfth
Date: Time:
Topic: Fractions
Length of Period: 1hr 30 minutes
Standard: Pennsylvania’s Common Core State Standard CC.2.3.2.A.2 for Mathematics
2. Lesson objective(s)
Expectation(s) (Directly from The State Curriculum):
By the end of the course, students are expected to;
· Learn to connect to ideas of ratio and rate and division and multiplication.
· Complete their understanding of the division of fractions, the system of rational numbers, and negative numbers.
· Learn to write equations and expressions. Students will be able to write equations to represent a given situation. As such, students will understand the solutions of an equation and the variables that make an equation true.
· Develop understanding of statistics. Students will understand that the distribution of data might not have a definite center thus the methods of measurements can provide varying values. Students will also be able to measure variability of a given piece of data to describe it.
Learning Skills
· Creative thinking
· Critical analysis
· Listening and observation
· Knowledge presentation
3. Learning Context
A. The Learners
At the 12th grade, students have adequate understanding of fractions as to understand the various components of a fraction, how to solve expressions, and such concepts as BODMAS (Bracket of Division Multiplication Addition and Subtraction). At this level, the students are able to work with fractions to find unknown values (algebra). 12th grade students are developed critical and creative thinking skills.
To ensure inclusion of all the learners, different methods of instruction and teaching strategies will be used. These include;
a. Strategies
· Guided notes
· Implementation of universal design for learning
· Adoption of a strong behavior management plan
b. Instruction methods
· Direct instruction
· Questions and answer
· Practice
· Discussion
· Inquiry
B. Learning Environment
The teacher will use proactive strategies to create and maintain a positive learning environment that accommodates all students through;
· Establishment and utilization of ground rules
· Prioritize questions than answers
· Provide and promote opportunities for students to practice
· Learning will be incorporated with real every day activities
· The sitting arrangement within the classroom will be done to promote integration
C. Resources/Materials
· Students writing materials
· Guided notes
· Chalkboard and chalk
· Curriculum prescribed text.
4. Teaching/Learning Strategies
INTRODUCTION
The lesson will be introduced by seeking students knowledge on the subject, on topic covered in the previous grade level. For subsequent lesson, a lesson will start by conducting a verbal quiz on topics covered in the previous lesson. Questions will be asked to individual students randomly. Students will also be required to ask any follow up questions in the previous lesson.
MIDDLE:
The lesson will then progress to cover the course requirements for sixth grade students. New concepts will be taught through the guided notes, with students expected to make notes on the spaces provided.
Other methods that will be used in learning include;
· Integration of technology. In addition to calculations, calculators and computers will be used by students.
· The learning process will be done through a problem-based approach. The teacher will use problem to help students understand how to perform the various operations with fractions. The mathematical problem will be written on the board, and then solved by engaging the students in the process to solve it.
· After, a significant number of problems are solved; the class will be divided into groups and given problems to tackle them as a group.
CONCLUSION:
Lastly, the lesson will be completed with an individual problem. A problem will be given for each student to complete individually. The problem will then be marked by the teacher instantly. The problem will be assessed not just on the correctness of the problem, but also the time taken to complete the problem.
Student will also be required to complete a given exercise in the form of homework. Homework will be both individual and group work.
5. Diversity integration
First, the class setting and the sitting arrangement will be done to ensure every student is comfortable based on their physical capabilities. Second, sitting arrangement will be done to promote integration of ethnicity and racial diversity and learning capabilities, this will also be promoted in the groups. Lastly, various learning and teaching methods will be used as discussed earlier so as to ensure inclusivity and learning of every student.
Lesson plan 3
1. Lesson Plan Information
Subject/Course: Science
Name:
Grade Level: 3rd
Date: Time:
Topic: planets
Length of Period: 1hr 30 minutes
Standard: Pennsylvania Science State Standard 3.1.4.A.1-4, 3.1.4.B.1-4, and 3.1.4.C.1 & 2.
2. Lesson objective(s)
After the lesson, student will be expected to;
· Identify the plants that make up the solar system
· Determine the placement and the position of the plants comparative to the sun
Learning Skills (Where applicable):
· Knowledge presentation
· Listening and observation
· Scientific reading and writing
· Information retrieval.
3. Learning Context
A. The Learners
Students mainly have knowledge from natural observables e.g. the sun, the moon, and the stars.
To ensure inclusion of all the learners, different methods of instruction and teaching strategies will be used. These include;
c. Strategies
· Guided notes
· Implementation of universal design for learning
· Adoption of a strong behavior management plan
d. Instruction methods
· Direct instruction
· Questions and answer
· Modeling
· Inquiry
B. Learning Environment
The teacher will use proactive strategies to create and maintain a positive learning environment that accommodates all students through;
· Establishment and utilization of ground rules
· Prioritize questions than answers
· Provide and promote opportunities for students to practice
· Learning will be incorporated with real every day activities
The sitting arrangement within the classroom will be done to promote integration
C. Resources/Materials
· Guided notes
· Chalkboard and chalk
· Curriculum prescribed text.
· Solar system model(s)
4. Teaching/Learning Strategies
INTRODUCTION (15 minutes)
Students will be informed that they will be learning about the solar system
Ask students if they know the planets of the solar system
MIDDLE: (80 minutes)
List the names of the plants on the chalk board
Ask students if they know where each planet is located in proximity to the earth
An Acronym will be introduced to students for easy remembrance of the order of plants from the sun My Very Energetic Mother Just Served Us Nachos.
Students will be asked to complete the Our Solar System worksheet in groups of two. This will be timed to not more than 5 minutes.
The worksheets will be reviewed as a class.
Each student will then be required to complete the Planet Crossword Puzzle worksheet, then complete the crossword as a class.
CONCLUSION:
Next, using the curriculum provided material, students will be asked to pick a planet, and each student complete a Research a Planet worksheet using books provided or additional material in the library.
Students will then make a few descriptive notes on their planet in their notebooks.
5. Diversity integration
The various teaching and learning methods used are meant to integrate all the diverse students in the classroom.
Other strategies used are enrichment and support. Students will be asked to individually complete the Make a Planet worksheet and draw and color a picture of the solar system.
Lesson plan 4
1. Lesson Plan Information
Subject/Course: English
Name:
Grade Level: fifth
Date: Time:
Topic: verbs and nouns
Length of Period: 45 minutes
Standard: Pennsylvania’s preK-12 English language Proficiency Standards
2. Lesson objective(s)
Expectation(s) (Directly from The State Curriculum):
By the end of the lesson, student should be able to;
· Tell the meaning of noun and verbs
· Differentiate between nouns and verbs
· Identify the frequently used verbs
Learning Skills (Where applicable):
· Reading and listening
· Critical analysis
3. Learning Context
A. The Learners
Students are mixed native English speakers and second-language speakers. Knowledge and fluency on the English language is mixed, with some very advanced and other fairly challenged.
To ensure inclusion of all the learners, different methods of instruction and teaching strategies will be used. These include;
e. Strategies
· Guided notes
· Implementation of universal design for learning
· Adoption of a strong behavior management plan
f. Instruction methods
· Direct instruction
· Questions and answer
· Inquiry
B. Learning Environment
The teacher will use proactive strategies to create and maintain a positive learning environment that accommodates all students through;
· Establishment and utilization of ground rules
· Prioritize questions than answers
· Provide and promote opportunities for students to practice
· Learning will be incorporated with real every day activities
C. Resources/Materials
· Grammar
· Writing materials
· Scratch paper
· Timer
· Chalkboard and chalk
4. Teaching/Learning Strategies
INTRODUCTION (10 minutes)
Ask students what is a verb and a noun
Explain each of the term and give examples
MIDDLE: (30 minutes)
Ask students to give examples of nouns within the classroom
Ask students for examples of verbs within the classroom
Next, ask students to given examples of nouns and verbs they use in their life – in school and at home
Next, students will be paired and required to make a table of two columns – nouns and verbs and within 5 minutes, fill in as much examples of each as possible.
The teacher will then go around assisting students with spelling.
CONCLUSION (5 minutes):
Students will be asked to complete the Grammar: Nouns and Verbs worksheet individually, as an exercise.
On completion, the Grammar worksheet will be discussed in the class.
5. Diversity Integration
The various teaching and learning methods used are meant to integrate all the diverse students in the classroom.
Other strategies used are enrichment and support. Students will be asked to individually complete the Make a Planet worksheet and draw and color a picture of the solar system.
Part 2: Implementation and Reflection
Feedback
For all the four lesson plans, it was determined that students preferred the use of guided notes. However, about an average of two students in each lesson where observed not to make personal notes on the spaces provided in the guidance notes. For all the lessons, none of the students had any cognitive inhibiting condition and even though they all had varying learning capabilities, they were all average learners. For all the four lessons, performance for the exercises/assessment/homework given was exceptionally well, on average, 70% marks.
Reflection
This unit is about lesson planning and addresses the Pennsylvania’s Common Core State Standard. In particular, the unit addresses time management, lesson planning, the use of various teaching and learning strategies, and understanding of classroom environment to promote learning. The lessons prepare student for homework, quizzes, and end-term examinations.
For each lesson, students will first be helped to create a background and link the understanding they have on the unit with the current lesson. Moreover, stating directly what is to be learned in the lesson will prepare students on what they should learn. The hook for the lesson will be created by linking the lesson content to their day to day life. Using various learning methods will be key to equipping students to understand what’s being taught. Rethinking previous learning will be done through a review and oral questions on the previous lesson, and the homework assignment given after the lesson. The homework also serves to help students to self-evaluate their understanding. The various learning methods, the classroom environment, and the diversity integration strategies will be key for tailoring the learning activities. Lastly, by ensuring a smooth flow from one activity to another, and the use of various strategies, where both the teacher and the students participate, organization of the learning event is expected to be effective (Wiggins & McTighe, 2012).
In the planning and teaching these lesson plans, the main challenge was designing effective teaching methods that would be effective for the diverse student’s population. The current lesson plan is considered to be effective because for the mathematics lesson plan 1, the average performance was 70%, an involvement by 20% from the previous performance. The group discussion session is considered most preferred by students as students would be enthusiastic for the session and after the session; they had new questions on the topics (Spooner et al., 2007). Based on this experienced, my future lesson plans will involve not only direct instruction, but also guided notes and group session. In addition, the classroom environment will be designed to promote a more student driven learning culture.
References
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and special education, 28(2), 108-116.
Wiggins, G. P., & McTighe, J. (2012). The Understanding by design guide to advanced concepts in creating and reviewing units. ASCD.