Subject / Course: Mathematics – Numeration Sense TC Name: Allison Ng

Grade Level: 8 Date: October 25 2012

Topic: Review of Integers Unit Time of Class: 11:45am – 12:45pm
AT Name: Neil Clarke Room # / Location: Art Room - 207

1. Curriculum Expectation(s) and 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.

- represent the multiplication and division of integers, using a variety of tools [e.g., if black counters
represent positive amounts and red counters represent negative amounts, you can model 3 x (–2)
as three groups of two red counters];
- solve problems involving operations with integers, using a variety of tools (e.g., two colour
counters, virtual manipulatives, number lines);
- evaluate expressions that involve integers, including expressions that contain brackets and
exponents, using order of operations;
b) 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?)

By the end of this lesson, students will

- Have a thorough knowledge of adding, subtracting, dividing and multiplying of integers along with the
order of operation of integers
c) Assessment Strategies: (List the assessment strategies you will use to determine if students have learned
what you want them to learn.)

- Clickers
- Carousel Worksheet

2. Preassessment and Accommodations/Modifications

(What can you do to ensure the success of all students?)

Preassessment: (Describe the student(s)) Accommodation/Modification: (how will you adapt

your lesson?)
Academic Needs: For the clicker activity, questions will be done one at a
- student finishes early or doesn’t finish. time to keep students at the same pace. For the
carousel activity, students are not allowed to rotate
until given permission

- Student has difficulty understanding The only area where students will need instructions is
the carousel activity where instructions are listed at
each table activity

Behavioural/Social/Emotional Needs: I have a math package the students can be working on

- student distracts others, gets out of his seat or at their desks instead.
student does not participate

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Physical Needs - Students with physical needs should not have
- student difficulty seeing, hearing or any issues with these activities apart from
moving students with difficulty seeing are allowed to
come and sit closer to the board to see the
questions.

Diversity Needs: - J does not speak English but has a great

- student does not communicate well in background in mathematics. Limit word
English questions and simply give him math.

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 about how will you make sure
smooth transitions?

Student Seating
Andrew Nicolas
Braydon

Riley Jasiel

Bel
la
Evan
Carson

Jes
se
Sylvia Jordan

Kyle Cerene Laxsiya Samantha Maddy

Aiden Julia Dawood Chelsea Izzy Brianne

Matthew Beth Bradley Mark Virginia

Teacher’s Desk Brandon

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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)
1. Outstanding Homework and reminder about calculators
2. Review
3. Math activity

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)
- Scrap paper and pencils if students need it for the multiple choice
- Laptop
- clickers
- projector
- 30 worksheets
- Carousel Activity
- Counters
- Number Line

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 Teaching and Detailed Description

Assessment
Strategies/
technology use
10 Housekeeping Have students who did not hand in their homework, do so now. Also speak to
minute students about the importance of having your own calculator.
s
5 Introduction Begin with instructions on clickers and how to use them with simple questions
minute (Hook) and answers
s
15 Consolidation 30 review questions that get progressively harder for the clickers for a review
minute of integers
s
30 Application Students will rotate through the carousel activity for additional review
minute
s

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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
Having student keep their math
workbook out to write out
questions
Giving only a minute per
questions
How do you know?
Students would madly write out
the question for the answer
Students would panic to get their
answer in on time
What steps will you take to
improve?
nothing
Have a timer on the screen
instead of using a stop watch

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?
Taking up questions where there
was divided answers
Explaining adding and
subtracting integers using a
number line
How do you know?
Students liked seeing the steps
to answers on the whiteboard
Some students still looked
confused
What steps will you take to
improve?
Writing the answers on the
screen with my tablet
Potentially having a number line
in front of the students so they
could follow along.

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