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You are on page 1of 17

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

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.

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.

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

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.

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