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Team Members:
Grade Span:
This lesson was taken from an article I read earlier about using the String Task to engage students. It was supplemented by the
Cutting the Layers task from the Interactive Mathematics Program, year 1.
Green = comments
Red = changes I would make
Stage of Lesson
Engage
Time: 10 Minutes
Materials:
White boards
Markers
Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Play the high yield routine game Find Students may use their whiteboards to
My Rule
work out any possibilities to discover
the rule.
Begin with an input/output table and
ask students to give a number. When
Students are familiar with this game as
the student gives a number, teacher
theyve played versions of it before.
places the output for that number and
the rule in the output side. Teacher
allows students to guess until they
begin to discover the rule for the table.
What happens when you put a
number in?
Standard
CCCSSM, MPS,
NGSS, 21st Century
8.F.1 Understand that
a function is a rule that
assigns to each input
exactly one output
A-CED Create
equations that describe
numbers or
relationships
A-REI Understand
solving equations as a
process of reasoning
and explain the
reasoning
Teacher Does
Directions or Teacher Questions
Explore
Time: 20 minutes
Materials:
Handout with directions
5 pieces of string
equally cut, scissors,
chart, construction, or
poster paper for
recording
Student Does
Expected Student Responses
Student Activities
Students read the handout with the
directions and ask any clarifying
questions.
Standard
CCCSSM, MPS,
NGSS, 21st Century
MPS 2: Reason
abstractly and
quantitatively
MPS 6: Attend to
precision
Stage of Lesson
Explain
Time: 15 minutes
Materials: Student
posters
Standard
CCCSSM, MPS,
NGSS, 21st Century
Stage of Lesson
Evaluate
Time: 5 minutes
Standard
CCCSSM, MPS,
NGSS, 21st Century
Stage of Lesson
Teacher Does
Directions or Teacher Questions
Extend:
Done later or as
homework
Standard
CCCSSM, MPS,
NGSS, 21st Century
Stage of Lesson
Standard
Explore
Time: 20 minutes
Materials:
Handout with directions
5 pieces of string
equally cut, extra string
as needed, scissors,
chart, construction, or
poster paper for
recording
CCCSSM, MPS,
NGSS, 21st Century
Explain
Time: 15 minutes
Materials: Student
posters
4 pieces of string
We are comparing how many cuts to
how many strings.
The number of cuts of string as the
input and the number of strings after
the cut.
Final Reflection:
This was actually a difficult lesson to teach as it was out of context. I had no real what came before and what next to
follow through with the group. Following the 5-Es plan helped bring out layers to the lesson I wasnt really thinking of when I
choose it. It made me deliberately contemplate what the students actions and words might be.
Following the plan made it easier to anticipate problems the students might have and what my response would be. It helped to
lay out a course of action and plan my time, especially as this is not my normal class or routine. I could see this really benefitting my
planning when contemplating the Engage New York program that we currently use for 5th grade math. It would help me to streamline
my lesson.
Observing myself on camera was not the most fun thing Ive done, but it was interesting. I realize that my wait time is not
always the longest. I also tend to try to fill in if I feel the lesson is lagging or Im not seeing the results. I was happy that I didnt lead
the students directly to the answer; I asked defining questions to guide them to their conclusions. I felt I moved around the room well,
and I did not show bias in choosing students for answers or questions.
In all, this was a good experience. I liked mapping out the lesson and can see using the Five E lesson plan in the future.