Claflin University School of Education nal Clinical Practice Reflective Lesson Plan Model Name: Jordan Canty Date: 9/8/15 PARTI: PLANNING Title of Lesson An original lesson Source Subject Area (s) Mathematics Grade Level 3" grade Curriculum Standards _| 3.NSBT.S: Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <. ~ Access prior knowledge by as Description and how to order numbers Background Information - Write sets of numbers on the board and have them guess which set is in correct order = Hand out notecards with different numbers to 10 students in the class - Have the select group of students come to the front of the board and silently get in ascending order according to the number on their notecard = Review the order as a class - Hand out number cutouts (12) to every student and have them independently place the given numbers in order on their desk = Students will write down the numbers in ascending and descending order in their math journals - The same numbers will also be displayed on Promethean board so students can refer to that list as well - Ask students if they understand = _Ask students what they learned from the lesson ig students if they already know Students will be able to accurately order any set of numbers up to six digits, in both ascending and descending order. 90% of the class will pass their “Ordering Numbers test with an 80 or higher. Lesson Objectives For students having difficulty with ordering numbers, have those tet students who finish early and understand the concept work with them omndividuals Needs | (cooperative learning). For those students who have difficulty seeing the Process: Product: or Eavironmant) | board move up closer; and have most of the lesson written out either on the promethean board or on the whiteboard for those students who are Varying Objectives for Revised Fall 2013 — ACEI/NAEYC 2010 Standardshearing impaired. ‘Students need to know how to place numbers in order because it is fundamental for basic math content such as addition, subtraction, multiplication, etc. without the proper understanding of how to order numbers students will be confused in future math lessons. Statement of Purpose Materials: Materials and Resources ~ Promethean board - Whiteboard - 10Number cards - Computer = Dry erase marker/ eraser ‘Students: - Math journals - Pencils = (24) 12 set number cards Hand out 10 cards with numbers on them to a select group of students (based off behavior and attentiveness). Give the students 3-5 minutes to order themselves in ascending order without verbally communicating. If time permits allow them to order themselves in descending order as well. Anticipatory Set Part Il: IMPLEMENTATION [Ask students prior to lesson if they already know how to order numbers. May also ask them what they already know about ordering numbers and write down the list on the whiteboard, Pre-assessment With the four different sets of numbers students will guess which of the sets is in the correct order if the numbers are increasing. The teacher will explain why certain sets aren’t in order, and clear up any confusion. Teacher Modeling or Demonstration The 10 selected students will work together silently to put themselves in ascending order, according to the assigned number eard. Once they've agreed ‘on the order the rest of the class will interject to say whether they agree or disagree with the order and why. Guided Practice Ask students: Why is____larger than Why is__smaller than__? Is the given set of numbers in ascending ordei Any questions? Checking for Understanding Descending order? ‘Students will be given 12 individual number cards. Students are then . responsible for ordering the given numbers in ascending order on their desk, Independent Practice | and writing down the list in their journal. If time permits students can also order the cards in descending order. Revised Fall 2013 — ACEI/NAEYC 2010 StandardsThe teacher will ask the students what they've learned from the lesson that day, and if they have any confusion with anything taught while passing out their notecards, Assessment ae (Give adescription and attach to | he ~Ordering Numbers” asessment isa il inthe blank worksheet in whieh lesson plan) students are given a set of numbers and based on the directions must place them in ascending or descending order. Students can put any object in order based off oftheir quantity, color, height, weight, or etc. So although we're dealing more with numbers students can go hhome and put their toys in order by size or color; or even rocks they find outside, They can even have their parent/guardian write down a random list of ‘numbers and they ean practice putting it in order. Extension Activities ‘There are a plethora of interactive activities students can utilize on their free time at home, There are also songs based on ordering numbers and how todo it Technology on YouTube. " * Arts: Have students draw and color several shapes and have them order them Connection Across the | irri acon, shape, and sizes Curriculum 1 PAE: Students can play red light/green light based off a ist of numbers. Students dian! bfon gk iss +«* J can takea certain number of steps towards the finish line based on the order at ELb be numbers, Health: Students can simply order foods from the most healthy to least based off a given set of food items, PART III: REFLECTION Student engagement + Student understanding Strengths Interactive activi Poor timing/rushed Weaknesses ‘More technology Next time include a video/song off of the computer, to have more technology Fesources in lesson, Also time activities in order for the transition to go smoothly. Suggestions for Improvement Revised 62013 THE CLAFLIN IMPERATIVE: PREPARING STDUENTS FOR LEADERSHIP AND SERVICE I A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards