Faculty of Education
Lesson Plan Template
Subject / Course:
Grade Level:
Topic:
AT Name:
MCT4U / Mathematics for Technology
12
Vectors
Dave Wasnieack
TC Name:
Suganya Chandrakumar
Date:
Tues, Dec 4, 2012
Time of Class:
11:51 – 3:06 p.m.
Room # / Location:
Room 338
1. Curriculum Expectation(s) and Learning Goal(s) for the Lesson
a) Expectations: (list. 1-3 specific expectations from the Ontario curriculum} Be realistic about how much you
can accomplish in one lesson.
1.1 recognize a vector as a quantity with both magnitude and direction, and identify, gather, and interpret
information about real-world applications of vectors
(e.g., displacement; forces involved in structural design; simple animation of computer graphics; velocity
determined using GPS)
1.2 represent a vector as a directed line segment, with directions expressed in different ways (e.g., 320°; N
40° W), and recognize vectors with the same magnitude and direction but different positions as equal
vector
b) Learning Goal(s) for the lesson: (In your own words, what do you want the students to have learned by
the end of the lesson? How will you know they have learned?)
Students will:
 Understand the real-world application of vectors within various career fields
 Distinguish the difference between scalar and vector quantities through stated definition and
examples
 Differentiate between equivalent and opposite vectors (e.g. being aware that equal vectors have
the magnitude and direction, but opposite vectors are in opposite directions)
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)
Students will:
 Carry through a Jigsaw activity to gain understanding about various career choices that revolve
around the use of vectors (e.g. Google, graphic design, automotive engineers)
 Complete lesson hand out while following the lesson (e.g. students will have to fill in the blanks as
they go)
 Complete SMART activities with the interactive whiteboard to ensure they understand the material
 Fill up a KWL chart to state what they have learned and what they are still expecting to
2. Preassessment and Accommodations/Modifications
(What can you do to ensure the success of all students?)
Preassessment: (Describe the student(s))
Subject - Grade - Topic
Accommodation/Modification: (how will you adapt
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your lesson?)
Academic Needs: (e.g. student finishes early or
doesn’t finish.
e.g. Student has difficulty understanding
There are no sort of specific academic needs within the
classroom.
Behavioural/Social/Emotional Needs:
e.g. student distracts others, gets out of his seat.
e.g. student does not participate
It is a fairly relaxed class – students are not restricted
to always remain in their seats; they have the flexibility
of moving around and doing things as they desire.
Going off topic with different types of conversation is
common within the classroom (e.g. students share
stories as a class). When creating the lesson ensure the
students have time to ask questions and participate in
different forms of engaging activities. Also, the lessons
should not attempt to cover a whole lot of information
at once.
Physical Needs
e.g. student difficulty seeing, hearing or moving
There are no sort of physical needs that need to be
dealt with amongst the classroom.
Diversity Needs:
e.g. student has difficulty communicating in
English
e.g. accommodations due to different cultural
background
There are no sort of diversity needs that need to be
dealt with amongst the classroom. However, there are
a few ESL students so make sure to include concepts
and real-life scenarios that they could relate to as well.
3. Learning Environment (describe the setup for your classroom. Will they work alone or in
groups? Will it be the same for the whole lesson? If students are moving how will you make sure smooth
transitions?
There are approximately 12 students in the course – it is a fairly big classroom so students are widely spread
around the room. The desks are set in horizontal rows facing the whiteboard. Students usually work
independently during the lesson, however depending on the given tasks/assignments they have the
opportunity to work in pairs. In the beginning of this lesson to carry through the jigsaw activity, student will
have to form groups in order to understand the real-world application of vectors. Allow the students to
form their groups of 3s, and then number them off to a specific expert group – transition will not be a
problem when moving from one task to the next. Students will then complete their lesson independently
and work on review questions through SMART Board activities throughout the lesson as a class.
Subject - Grade - Topic
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4. The Overview (Agenda) for your lesson: (In this area, write the agenda (outline) as you
will write it on the board for your students)
Tuesday, December 4, 2012
 Real World Application
 Scalar vs. Vector
 Equivalent vs. Vectors
 Bearing vs. Quadrant
5. Resources and Materials for your class (what resource do you and the students need for
class: markers, scissors; graph paper, extra pencils, beakers, etc. How many will you need? If they will be
using a textbook, list it here. If you used websites or other resources to prepare this lesson, reference
those here)






14 copies of Chapter Overview
14 copies of lesson hand out – which will be filled throughout the lesson
Despicable Me YouTube link for intro https://www.youtube.com/watch?v=KbrEBpCw3Ag
Jigsaw activity (cut-outs of the different careers that students need to read)
14 copies of chart for jigsaw activity
The SMART notebook file – lesson template
6. Content, Teaching Strategies, for Lesson (Organize the content for your lesson, as well as
listing the teaching and assessment strategies. Include: an Introduction or Minds-on, Instruction,
Application and Consolidation with approximate times for each portion with enough detail that another
teacher could teach your lesson)
Time
15 min
Teaching and
Assessment
Strategies/
technology use
Introduction (Hook)
What
activity/questions
will you use to
introduce your
lesson?
Subject - Grade - Topic
Detailed Description of your lesson including question

Students will get introduced to the vector chapter with a video –
Vector from Despicable Me, rather than going straight to the
content students can relax and begin with a good feel for the
chapter
Real World Application
 Following the video, a brief introduction will be provided to the
student before they begin their Minds On Jigsaw activity
 For the jigsaw activity, the students will be numbered off from 1 –
3 to form their home groups
 Once they get into their groups, each group will be provided with
the chart and the appropriate reading that they would have to
complete during the group discussion about each career
 Provide students with around 5 minutes to discuss their reading
and then allow them to get back with their home groups to
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
Instruction/Applicati
on – Detail what you
will say, questions
you will ask, and
activities for the
students.
discuss what they have learned at their expert groups
By the end of the activity, students should be aware of how and
when vectors are used in real-life application

Get the students to return to their seat and begin the lesson on
Vectors

Provide students with the lesson hand out that they will have to
fill out during the lesson
Provide them with the unit overview and explain to students
what we are expected to cover in the next few days

Scalar vs. Vector
 Starting from physical quantities, break it down into scalar and
vector quantities
 Make sure the students understand the difference, scalar –
quantity that describes magnitude (e.g.); whereas as vector is a a
quantity that has magnitude and direction
 Given the example, allow them to come up sort out the scalar
and vector examples into the correct section
 Then take up the answers with the students providing them with
the reason of why they fall under scalar or vector
 REVIEW QUESTION
o Which of these quantities would you classify as a
vector?
o A) the time on an alarm clock, B) the temperature of a
room, C) mass of 9 kg, D) car travelling north at 100km/h

Inform students that vectors can be represented as a directed
line segment with an arrowhead which indicates direction, where
the length represents the magnitude of the vector
o Tail = origin or initial point
o Head = end point
o Absolute bars are used to represent the magnitude
Equivalent vs. Opposite
 Two vectors are equal if they have the same magnitude (so the
same length), if they are parallel, so they do not have to be in the
same position and they are pointing in the same direction
 Give the example and ask the students of which sets of lines, they
would consider to be equal
 Compare equivalent to opposite vectors by stating everything
remains the same except for the fact that the vectors are in
opposite directions
 REVIEW QUESTION
o Get student to come up to the whiteboard and draw a
vector
o Get another student to then draw the equivalent and
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o
o
o
opposite vectors to the previous
Get the students to explain why they drew and what
properties it follows
Question 12 in the text, ABCD is a rhombus. Is each
statement true? Explain.
DA = CB, AB = - CD, DC = - BA, AC = BD
Bearing vs. Quadrant
 Give an example of a vector, inform students of the difference
between true bearing and quadrant bearing
o Name the components of the vector (axis, terminal arm)
o Indicate the fact that true bearing always measures the
direction from N clockwise to the terminal arm and it is
expressed as a three-digit number whereas
o Quadrant bearing always measures from North or South
and is an angle that ranges between 0 and 90 degrees
o Provide students with visual example of both types of
bearing
o Explain to students how we would refer to each bearing
 REVIEW QUESTION
o Given the axis, get the students to come up and draw
the quadrant bearing
o 30 degrees
ConsolidationReferring back to the
learning goals for
the lesson, how will
you know they have
learned?
Subject - Grade - Topic

Fill up a KWL chart to state what they have learned and what they
are still expecting to
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7. Reflections: To be completed after you have taught the lesson. (In this section,
you will assess the effectiveness/ineffectiveness of your lesson and of your teaching.
a) Effectiveness of your lesson.
Include 2 or 3 lesson elements that were effective/ineffective. You may comment on some of the
following: pacing of your lesson: variety of teaching and assessment strategies effective, and student
engagement.
What do you need to learn more about? What do you need to work on when planning your next lesson?
Should you discuss something with your AT or your FA?
What was effective/ineffective
about your lesson
How do you know?
What steps will you take to
improve?
b) Effectiveness as a Teacher:
Include 2 or 3 comments about your effectiveness as a teacher or areas that could be improved such as
classroom management, questioning, adaptability, and oral/written communication.
What was effective/ineffective
about you as a teacher?
Subject - Grade - Topic
How do you know?
TC’s Name
What steps will you take to
improve?
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