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Subject: Math

Cycle/ Level: Cycle 1, Grade 2


Group Size: 24 students
Materials:
Smart Board
Work Sheets
Ruler
Chalk Board
Chalk
Unit blocks
Desired Results: Students will understand how to measure with a
ruler. Students will apply what they learn in the classroom environment
outside the classroom.
Selected competency or competencies from the QEP:
COMPETENCY 2 TO REASON USING MATHEMATICAL CONCEPTS AND
PROCESSES
COMPETENCY 3 TO COMMUNICATE BY USING MATHEMATICAL
LANGUAGE
Key features of the competency:
Competency 2:
- To mobilize mathematical concepts and processes appropriate to
the given situation
- To apply mathematical processes appropriate to the given
situation
- To justify actions or statements by referring to mathematical
concepts and processes
Competency 3:
- To become familiar with mathematical vocabulary
- To make connections between mathematical language and
everyday language
- To interpret or produce mathematical messages
Students apply competency 2 when they are reading a problem and
need to figure out if they must add or subtract to find the answer.
Students are always encouraged to write down their mathematical
reasoning when they answer a question. Students justify their actions
on the final measurement test.
Students apply competency 3 throughout the entire lesson. Students
are asked to put the appropriate symbol at the end of their
measurements. When they are asked to explain their answer they are
applying mathematical language and producing a mathematical

message. They are interpreting a mathematical message by reading


and solving the problem.
Cross-Curricular Competencies:
COMPETENCY 3 TO EXERCISE CRITICAL JUDGMENT
I exercise critical judgment when I am teaching my lesson because I
decide if I should spend more time on the topic depending on how I
feel students are doing. If I feel students understand and are ready to
move on, I will move forward. If I feel certain students do not
understand I will keep reviewing the part of the lesson students are
having trouble with.
COMPETENCY 4 TO USE CREATIVITY
I use creativity during my lesson since I am using a variety of tools to
teach students about measurements with a ruler. I use the black board,
the smart board, and other objects around the class. I used creativity
by finding activities on the smart board for students to practice
measuring. I also use creativity as I am teaching since as I am teaching
I am imagining ways of proceeding. I will go through the whole process,
in the same or a different order, as many times as necessary in order
to attain my objective.
COMPETENCY 5 TO ADOPT EFFECTIVE WORK METHODS
To effectively teach my lesson I must adopt effective work methods by
analyzing the task to be performed. I must understand the instructions
and visualize the elements of the task. I reflected before and during my
lesson, on the best way to attain my objective. I anticipated the
requirements of the method chosen and the resources that will be
needed. I made sure to have the appropriate resources to complete my
lesson.
COMPETENCY 6 TO USE INFORMATION AND COMMUNICATIONS
TECHNOLOGIES (ICT)
This competency was applied in my lesson since I used information and
communications technologies to carry out the task. I had to master the
smart board before applying it. Since I had never used a smart board
before, I had to be sure to master the smart board before using it in
front of the class.
COMPETENCY 9 TO COMMUNICATE APPROPRIATELY
I made sure to use a variety of resources to make sure I communicate
my information appropriately for each individual. I adapted my
communication methods on the basis of the reactions of the recipients.
I noticed that students enjoyed participating and coming to the board
to measure the lines, therefore, I tried to do this as much as possible
throughout my lesson.

Professional Competencies
Competency 1: To act as a professional who is inheritor, critic and
interpreter of knowledge or culture when teaching students.
- I ensured that the content taught is appropriate for cycle 2,
grade 2.
- I adopted a critical approach to the subject matter. I enable
students to understand the world and make it significant.
- I linked the lesson to real life situations. I explained to students
that everything can be measured and gave examples of
measurements seen everyday.
- Exhibit a critical understanding of the knowledge to be taught, so
as to be able to promote the creation of meaningful links by the
students.
Competency 2: To communicate clearly in the language of instruction,
both orally and in writing, using correct grammar, in various contexts
related to teaching.
- I spoke in French throughout the entire lesson since that is the
language students speak in the classroom.
- I used appropriate mathematical terms.
- I express myself with the ease, precision, efficiency and accuracy
expected by society of a teaching professional.
Competency 3: To develop teaching/learning situations that are
appropriate to the students concerned and the subject content with a
view to developing the competencies targeted in the programs of
study.
- I developed appropriate and varied teaching/learning situations
involving a reasonable level of complexity that enable students
to progress in the development of their competencies.
- I developed my lesson over a period of 3 classes.
Competency 5: To evaluate student progress in learning the subject
content and mastering the related competencies.
- Students were given a final evaluation to evaluate their level of
mastery of the content.
- Gathers information as students are engaged in a learning
situation in order to identify their strengths and weaknesses and
to review and adapt his or her teaching accordingly to help them
progress. I did this by giving them a variety of work sheets to be
able to see if they comprehend the subject presented.
- In cooperation with my co-operative teacher, we designed
evaluation materials and interpreted the work of students in
terms of their mastery of the competencies.

We informed the class after the evaluation about some of the


mistakes we saw some students make. Some students put their
rule on the top to measure and that would make the 9 look like a
6. Therefore on the exam some students put a 6 when it was in
fact a 9.

Competency 8: To integrate information and communications


technologies (ICT) in the preparation and delivery of teaching/learning
activities and for instructional management and professional
development purposes.
- I used the smart board to conduct parts of my lesson.
- Students practiced measurements on the smart board.
- I effectively transmit the ability to use ICT to the students in
order to support the collective construction of learning in a wellstructured, critical manner.
Competency 10: To cooperate with members of the teaching team in
carrying out tasks involving the development and evaluation of the
competencies targeted in the programs of study, taking into account
the students concerned.
- My co-operating teacher helped me plan the lesson plan by
helping me select appropriate worksheets for the students.
- My co-operating teacher helped me during the lesson if I missed
something. She would start talking about something she felt was
pertinent and I would continue and conclude he thoughts.
- My co-operative teacher helped me evaluate the students work.
Competency 12: To demonstrate ethical and responsible professional
behavior in the performance of his or her duties.
- I demonstrate sufficient responsibility in dealings with students
that one can recommend with no reservations that a class be
entrusted to my care.
Understanding(s):
Students will understand that a ruler can be used to find the size of
objects. Students can then compare sizes using prior knowledge about
increasing and decreasing numbers.
Essential Question(s):
How can a ruler be used to determine the size of an object?
Students will know
- Students will know how to appropriately use a ruler. (Start at the
0 and read from left to right)
- Students will know how to measure and compare lengths.

Students will know how to measure a line that is broken and add
the amounts to find the total of the line.
Assessment evidence

Performance task:
- Students will complete a variety of worksheets in class after each
lesson.
- Students will also be asked to measure lines on the smart board
and on the black board during the lessons.
Other Evidence:
During the lessons the teacher will ask students questions to refresh
their memory on certain aspects. For example the teacher will ask
where do we put the ruler when we start measuring? and which side
do we start reading the ruler from? The teacher will circulate during
class time when the students are working on their worksheets. This will
allow the teacher to see how students work and evaluate their skills
and knowledge. This also gives the teacher an opportunity to correct
students if she/he sees a student making a mistake.
Assessment Tool(s):
A final evaluation will be used; the students will be given an application
question. Students will complete the end of the year exam to find the
shortest path using measurements.
Assessment Criteria:
An evaluation sheet for the end of year evaluation will be used.
Learning Activities:
Lesson 1
During the first lesson I will review with the students how to properly
use the ruler. I will ask students when we want to measure where
should we put our ruler? or what number should I start measuring
at? I also want student to know that they must read the ruler starting
from the left going towards the right. Therefore I will tell them they
read a ruler like they read a book. I will mention that the numbers are
increasing and you should measure in an increasing order. I will also
teach students which side of the ruler to use. I will explain that we are
using the centimeters on the ruler and not the inches. I will teach them
that when they find the size of an object they must put CM at the end
of the number to show the measuring unit used. Since students have
prior knowledge about units, tens and hundreds blocks, I will use this

to teach them about centimeters. I will explain to them that one unit is
equivalent to 1 centimeter.
Activity: The first activity will be done as a whole class. I will draw lines
on the board and select students to come to the board with their ruler
to measure a line. Students will write the number with CM at the end. If
students do not put the CM I will ask them is there something missing
for us to know the unit of measurement? I will then draw 2 broken
lines on the board. Students are asked to measure each part of the line
and add the numbers to find the total of the line.
Worksheet: students will be asked to complete page 37 in their math
workbook. This page has 2 straight-line questions and two broken line
questions.
(See Appendix 1)
Lesson 2
This lesson will be a review of the first lesson. With the use of the
smart board, I will conduct an interactive activity with the students.
With the smart board there is a virtual ruler that can be used to
measure. I found activities for the smart board on the math workbook
website. There are 4 different roads projected on the smart board.
Students come to the board to measure the lines. Each student will
write the length on the side of the road they measured. I will then ask
students which road is the longest? I will ask a student to recite the
numbers in increasing order and then another student to name them in
decreasing order. I will ask what is the difference between the longest
road and the shortest road?
Worksheet: students will then complete a worksheet. The worksheet
asks them to measure 3 broken lines in centimeters and to color the
longest one in green. On the back of the work sheet it asks students to
measure 2 broken lines. It then asks which on is the longest and how
many centimeters more does it have. Students will complete this
worksheet on their own. I will circulate to ensure that the students are
doing the worksheet properly. I will also correct their worksheet
individually once the students complete the worksheet. (see appendix
2)
Lesson 3
This lesson we will look at what we should do when our line doesnt
measure a round number. I will explain to the students how to round off
their answer to have a round number. I will draw lines on the smart
board and with the virtual ruler; selected students will come to the
board and measure the lines. Since all the lines will be decimals they
will have to round off the number. If a number has a .5 decimal then
students must round it off to the highest number. If the number is
under .5 then they select the smallest number. If the number is over .5
then they select the largest number. I will then ask students which line

is the longest? I will ask a student to recite the numbers of each line
measured in increasing order and then I will ask another student to
name them in decreasing order. I will ask, What is the difference
between the longest line and the shortest line?
Worksheet: Students will complete a one-page worksheet. They will
have 4 questions with straight lines to measure. They will then have 3
questions with broken lines. For this section they will need to add all
the pieces of the line that they measure. (see appendix 3)
Lesson 4
This period will be dedicated to the final evaluation. The final
evaluation is the final government exam. The problem consists of two
students taking different paths to get somewhere. Students must
measure both of the paths and determine which is the shortest path.
They must show their work and calculations.
I will read the whole problem with the students and make the
guidelines clear. Students will have time to ask questions about the
test. As the students take the test I will circulate and answer any
questions. I will write down any student I help and how I help them in
order to properly evaluate what the student did with help and what
they are capable of doing on their own. When a student is done they
raise their hand and I go see them. On the back of the evaluation there
are 4 criterias that the teacher evaluates. Therefore, I will go over
each point with the student and ask them if they have done what the
evaluation demands from them. If they say they have done the
necessary, I pick up their exam. If they feel something is missing I
allow them to go back and complete or fix what they would like to edit.
(see appendix 4)

References
Parkay, F.W., Hardcastle Stanford, B., Vaillancourt, J.C.,Stephens, H.C., &
Harris, J.R. (2012), Becoming a teacher (4th ed.), Toronto, ON: Pearson.

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Lesson Plan Analysis


The teacher had a mothers day activity planned before I started my
field experience. This activity consisted of having students measure
dry ingredients and pour them into a mason jar to form layers.
Students learn about a form of measurement from this activity. Since
the students need to learn how to use a ruler and measure broken lines
for the end of the year evaluation, the teacher thought it would be
good to do lessons on measurements. Students already had prior
knowledge about the ruler because they have manipulated multiple
times. I started the lesson with how to use the ruler because many
students did not know how to properly use it. It took some time to get
students to understand the difference between the inches and the
centimeters. I also used many different teaching techniques and
activities for the students to complete. This allowed all the students to
understand how measurements work. The work sheets allow students
to practice measuring and adding numbers to find the total of broken
lines. After the third lesson the teacher and I decided that the students
did not need any more practice. Therefore, we decided to give them
the evaluation the following day. We wanted to have a review the day
before the evaluation so it was a good idea to do it the day after a
lesson since it was still fresh in students minds. We chose to use the
smart board because students participate a lot when we use the smart
board.

I am very satisfied with the way the lesson was taught because we did
not rush the students into anything and we practiced a lot. I had a say
in the entire planning of the lesson plan therefore, I would not change
anything in this lesson plan.
This lesson plan was followed by more lessons on measurement. In the
other lessons I conducted, I showed students the difference between
centimeters, decameters and meters. I compared these to units, tens,
and hundreds blocks that students had previously used in math. We
talked about items in the classroom and what unit we would use to
measure this item. Students did some work sheets and pages in their
workbook to practice. Overall, I enjoyed doing math with the students.
I also enjoyed how flexible the teacher was with her time; this allowed
me to plan the lesson as I wished.