Lesson Plan
Adolescent Math Education
Select a mathematical topic from the secondary school curriculum. Construct 3 lessons to be
taught on 3 consecutive days. The first lesson is to be an introduction of the topic/concept.
The second lesson will be a follow-up to the introduction. The third lesson will develop the
formal aspects of the concept involved including the introduction of the mathematical
vocabulary and symbolism for communication. To accomplish this, the lesson should also
include additional applications of the concept/skill being addressed. .Lessons need to deal with
the use of models in the introduction of the topic as well as the usage of technology in carrying
on the discussion of the topic and determine way for the students to solve the mathematical
problems. These ideas need not appear in all three lessons but should be utilized as
appropriate.
Each of the lesson plans should contain 6 components:
1.
Teacher objective: This is a concisely written statement that organizes formal
mathematical terminology into specific lesson goals with the mathematics content to be
addressed in the lesson. In this way, any educator with knowledge of mathematics will
understand the content and goals of the lesson by reading the lesson plan’s teacher objective.
(Standards 3.2)
E.g. Teacher objective: Students will find the zeroes of quadratic equations using both
graph paper and the graphing calculator.
2.
Student objective: This objective is framed in the lesson plan with the intent to be written
on the board/chart paper etc. and to be communicated orally to the class of students. The
purpose of the written and oral communication of the student objective is to reinforce with the
students what they will be doing in the lesson, especially if it is their first time approaching the
topic. Candidates must ensure that the lesson plan’s student objective is detailed and structured
enough so they can clearly and coherently communicate the mathematical foundation of the
objective to their students. (Standards 3.1)
E.g. Student objective: What does the graph of a quadratic equation, y = x2 + 6x + 8
tell us about the solutions of the equation x2 + 6x + 8 = 0?
3.
Materials: Select and list the concrete materials (Standard 8.2) and forms of technology
(Standard 6.1) necessary to have students appropriately carry out the mathematical learning
activity. This may include the use of spreadsheets, dynamic graphing tools, computer algebra
systems, dynamic statistical packages, graphing calculators, data-collection devices, and
presentation software.
4.
Motivation: The motivation begins the activity which leads from the students’ present
knowledge of content to the content formally stated in the Teacher Objective. The lesson plan
must clearly state what the motivating activity will be as well as the materials which will make
the objective attainable to all students. Determine the suitability of a motivating activity for use
with a diverse student population, including those with special needs such as the gifted,
challenged and speakers of other languages. For day 2 and/or day 3, this could be a revisiting of
some aspect of a previous lesson in the sequence. (Standard 8.1)
E.g. Using an equal arm balance, demonstrate to students one way of showing the value of the
expression 2 · 3 + 5 · 2. This will lead to the Activity in which they will attempt to find
another value for the expression.
5.
Student Learning Activity: This part of the lesson plans must clearly state how the
students will build new mathematical knowledge by developing the concepts and skills
articulated in the Teacher Objective. The student learning activity uses the selected materials
and the motivation to develop the concepts and skills in the Teacher Objective. In this, the
concrete materials should set the stage of the development of the concepts as well as the
symbolism used in mathematics. The plan should also state how students will actively engage
each other in communicating the ideas/concepts in a small group setting. There should be a flow
in the lesson which shows knowledge on the teacher’s part to plan multiple teaching strategies,
as a way to present content to all students, including those with special needs such as the gifted,
challenged and speakers of other languages. (Standards 1.3)
6.
Closure Activity: This is the culminating point of the lesson when the ideas portrayed
throughout the lesson are brought to a more formal level by the introduction of the mathematical
objective and, if reasonable, the vocabulary involved. The plan should clearly state how the
teacher will use multiple formal and informal assessment strategies, including listening to and
understanding the ways students think as well as the use of formal assessment techniques where
necessary. (Standards 8.3)
(b) the scoring guide for the assessment
Elements for Each lesson:
Not
Acceptable:
Developing:
Meets
Standard:
Exceeds:
Standard:
Does not
contain/weakly
presents item
(1 pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains a student objective to be
communicated in writing and orally
to students--relative to the
mathematical content of the lesson
[Standard 3.1]
Does not
contain/weakly
presents item (1
pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains necessary materials
[Standard 6.1]
Does not
contain/weakly
presents item
(1 pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains forms of technology
[Standard 8.2]
Does not
contain/weakly
presents item
(1 pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains a motivation that a diverse
range of students can understand
[Standard 8.1]
Does not
contain/weakly
presents item (1
pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a teacher objective relative
to the mathematics curriculum--a
concisely written statement that
organizes formal mathematical
terminology into the lesson goals
[Standard 3.2]
Begins with a student centered
activity that relates to previous
knowledge, builds new mathematical
knowledge, employs multiple
teaching strategies for a diverse
student population [Standard 1.3]
Does not
contain/weakly
presents item
(1 pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
Contains a closure activity that uses
formal and informal assessment
strategies/ Helps the students to
summarize the objective of the
lesson [Standard 8.3]
Does not
contain/weakly
presents item (1
pt)
Contains a
partial structure
which may
assist in some
way in a
classroom
setting (2pts)
The three lesson are integrated with
each lesson lending support to the
learning in the preceding lesson
Does not
contain/weakly
presents item (1
pt)
Contains partial
integration
which may
assist in some
way in a
classroom
setting (2pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains an
adequate
structure which
will effectively
assist in making
the plan
functional in a
classroom
setting (3 pts)
Contains
adequate
integration
which will
effectively
assist in making
the plan
functional in a
classroom
setting (4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains
comprehensive
integration which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)
Contains a
comprehensive
structure which
will be highly
effective in
making the plan
functional in a
classroom setting
(4 pts)