Math Lesson Plan Assignment

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It is important for all students, especially students with disabilities, to be exposed to content-based lessons that promote critical thinking and problem solving. There are many areas that a student may struggle in when it comes to mastering complex mathematical tasks. For this reason, it is imperative that teachers are equipped with various instructional strategies for handling these situations.
Part 1: Operation and Algebraic Thinking Lesson Plan
Using the “COE Lesson Plan Template,” design a lesson for the 1-5 grade level of your choice and a corresponding Arizona or other state math standard within the Operation and Algebraic Thinking domain.
Locate four lesson plans that focus on your chosen grade level and math standard from four different websites to review.
Using the lesson plans as resources, design a new operation and algebraic thinking lesson plan that encourages critical thinking. The lesson plan must include differentiated strategies for students who struggle with perception and attention as well as differentiation strategies for students who struggle with memory and retrieval.
Part 2: Instructional Strategies Rationale
In 250-500 words, reflect upon your instructional choices and rationalize the appropriateness of each strategy related to the specified student needs and learning target. Describe how each strategy encourages critical thinking specific to your lesson.
Support your choices with this topic’s readings and a minimum of two scholarly resources. In addition, cite the websites you used as references to develop your lesson plan.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

GCU College of Education

LESSON PLAN TEMPLATE

 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

  
Grade Level:

 

  

 
Date:

 

  
Unit/Subject:

 

  
Instructional Plan Title:  

 
Lesson Summary and Focus: In 2-3 sentences, summarize 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.

 

 

 

 
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 
Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 
Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 
Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

 Time Needed
Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

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

 

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

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

 

 

 

 

 Time Needed
Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

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

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

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

 

 

 

 

 Time Needed
Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

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

· English language learners (ELL):

 

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

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

 

 

 

 

 Time Needed
   
Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

 Time Needed

 

 

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Clinical Field Experience B: Identifying Student Challenges

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When teaching mathematics to students with mild to moderate disabilities, special education teachers first will identify student challenges. Identifying these challenges is vital in addressing the specific needs to help students continue to flourish in their academics. There can be numerous areas in which students struggle in mathematics and identifying differentiation strategies to help lessen these struggles is vastly important.

Allocate at least 3 hours in the field to support this field experience.

With your mentor teacher, identify a student or small group of students with disabilities who would benefit from differentiation and engagement strategies during an upcoming math lesson or activity.

Part 1: Student Challenges

With the mentor teacher, observe the student or small group of students while they work on math problems in class. Identify areas where the student or students seem to struggle.

Areas of concern where students may struggle include (but are not limited to):

· Output difficulties

· Organizational difficulties

· Language difficulties

· Attention difficulties

· Visual spatial or ordering difficulties

· Difficulties with multiple tasks

After observing and noting concerns, discuss with the student/students whether the areas you identified were challenging for them. Continue to work with them with guided practice and support.

Discuss your findings with your mentor teacher. Offer intervention strategies you could implement to help the students learn the math concepts being taught. With your mentor teacher, decide on 1-2 strategies to further develop in Clinical Field Experience C and implement in Clinical Field Experience D.

Part 2: Reflection

After observing and talking with the students and your mentor, summarize and reflect upon your experiences in 250-500 words, including:

· Your initial conversation with the mentor teacher, identifying how the student or students were chosen.

· Areas where the students seem to struggle.

· Summarize the conversation between you and the students discussing the areas that seemed to challenge them. Were they in agreement with you, or did they feel that they did not struggle or did not need support? If so, how did you continue to support them?

· Strategies you suggested to the mentor teacher, his or her feedback, and what strategies the two of you ultimately decided you would implement (which may be the same or different from what you originally suggested).

· Explain how you will use your findings to further assist the students while working with them in this placement. This will also help prepare you for Clinical Field Experiences C and D, as well as your own future classroom engagements.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

APA format is not required, but solid academic writing is expected.

High-Quality Early Childhood Program Google Site

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High-Quality Early Childhood Program Google Site

Prior to beginning work on this assignment, please review the following early childhood education websites:

  • Bright Horizons (Links to an external site.)
  • Childcare Network (Links to an external site.)

Many parents begin their child’s program search via the Internet. Therefore, as a leader, having a vision for a program website, as well as the ability to create and develop a website, can benefit you in your future. Your program’s website plays a very important role in communicating a first impression to families. Many prospective parents use the Internet to help them identify possible early childhood programs in their geographic area, and then choose which programs they would like to visit or learn more about based on the information they find online. This is your opportunity to market your program. An attractive and well-designed website should be easy to read. Visitors to the site should be able to find the information they need quickly, with just a few clicks of a mouse.

For your Final Project, you will create a Google site for your own childcare program and facility using Google sites (Links to an external site.). Your Google site will be targeted toward prospective families and can be creative in the development but must include all of the following requirements. See the following exemplar for additional support: ECE312 Summative Assessment Example (Links to an external site.).

On your webpage, develop the following:

  • Home Page
    • Create a Google site for your own childcare program and facility using Google sites
    • Develop an introduction that welcomes families to your center and webpage
  • About Us Page
    • Summarize your credentials and biography
    • Explain the centers scope of services including: Ages served, hours of service, location of center and tuition or fees.
  • Program Structure
    • Establish daily structure including a curriculum unit plan, a sample lunch and snack menu, and explanation of your curriculum and developmentally appropriate practices.
  • Philosophy
    • Outline the philosophy and focus of the program, including your chosen theory from Chapter 1 and construct your center’s philosophy based on this theory.
    • Design a statement that demonstrates how your center will address each of the ten NAEYC Standards:
      • Relationships
      • Curriculum
      • Teaching
      • Assessment of Child Progress
      • Health
      • Teachers (how you support your staff)
      • Families
      • Community Relationships
      • Physical Environment (indoors and out)
      • Leadership and Management (summary of your most recent professional development experience)

The Google Site must have a home page and at least five additional pages, with as many subpages as you would like, to address the required content above. You are encouraged to creatively address the material using graphics, visuals, charts, graphs, and sound and at least one visual (photo, drawing, clip art, word art., graphic) on each page. The website should be designed to clearly and concisely address the material for families. Be sure to use at least two professional resources and the course text.

The High Quality Early Childhood Program Google Site

  • Must be five to 10 pages in length and formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s APA St

Answers For Interview

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  • The ways in which your teaching philosophy has developed and grown throughout student teaching, including examples.
  • A description of how technology can be used to create better learning opportunities for all students.
  • Strategies for implementing the Christian worldview values of compassion, promoting human flourishing, and behaving legally and ethically in your future classroom (feel free to add additional Christian worldview values you would like to integrate).