Professional Documents
Culture Documents
Unit / Math
Subject:
Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline? This lesson was developed based on the curriculum guidelines. The
overall lesson is how to evaluate expressions based on using order of operations. The students
will be given a note sheet for their math notes, a work mat to work collaboratively on examples,
and will be completing a formative assessment on orders of operations.
Learner Differences
ELL: - If using word problems, the students will be allowed to have a read aloud.
- If needed the students may request directions in their specified language.
- Pre-teach the vocabulary.
Special Needs: - The student may work with another student or teacher while completing their
activity sheet.
- Student may use assistive technology if needed.
Gifted Students:
- Extension puzzle activity.
Outcomes/Goals:
- The student will be able to simplify and solve a mathematical expression.
- The student will use orders of operations to simplify to a whole number.
- The student will be able to simplify a numerical expression using multiple operations.
Standards: 5.7 The student will simplify whole number numerical expressions using the order of
operations
Technology: This lesson will only include technology at the beginning of the lesson. The teacher
will use the smart board to project the orders of operation notes page. At the end of the lesson,
the students will use chrome books to answer kahoot questions for an assessment.
INSTRUCTIONAL DELIVERY
Learning Environment
Individual Learning Environment: Students will work individually on their practice problems
that will be given either via whiteboard or activity sheet.
Introduction/Activating Strategies: The students will be given a note sheet and the teacher will
go through the notes on the white board or smart board with the students. This note sheet
includes…
- What order of operations is.
- A mnemonic device to remember “PEMDAS”
- What each operation represents in PEMDAS
- How to apply PEMDAS with an algebraic expression.
Instructional Strategies:
- After the teacher goes over the orders of operations notes page and the PEMDAS
mnemonic device, the teacher and class will work out several practice problems on the
board. (For visual learners we have color coded each letter in PEMDAS to help them
group them together for the problems).
- Prior to practicing, the teacher will hand out laminated orders of operations mats. The
students will be able to work out the problem step by step by using a dry erase marker on
the matt.
- These matts include to circle the operations given in the problem, plan out your steps, and
simplify and solve.
- After handing out the operation mats, the teacher will go a problem step by step.
- The class and teacher will then work together as a whole to answer several practice
problems on the board. While the teacher is writing the steps of the problem on the board,
the students will use their mats to classify operations, plan their steps, and simplify and
solve.
- After using the matt for problems, the teacher will pair up the students into groups of two.
- In groups of two the students will be given a practice sheet to complete several orders of
operations problems.
- The teacher will be observing the students by walking around the classroom to observe
groups. In addition, the teacher will also go to each group to have them show her what
steps they used to complete the problem.
- If the students finish early, they will be guided to place their work into their math binder
until further notice.
- If the students finish prior to the time given, they will be allowed to perform an extension
activity that has been placed around the room. (The extension activity has puzzle pieces
with orders of operations problems taped around the room. The students will go to each
puzzle piece around the room answer the problem, and then find the correct puzzle piece
that fits the operation problem. These puzzle pieces can be found on the back table).
- After the given time the students have to complete the problems, the class will go over
the answers to the problems given.
- The teacher and class will go over the problems as a class. The teacher will ask students
around the room how they performed the problem and the answer they got. While the
student is explaining, the teacher will perform the steps on the board.
Closure: To close the lesson, I will provide a Kahoot for the class. This Kahoot will go over
provide a brief overview for what we learned today as a class. In addition, it will also provide
feedback for how the students interpret the lesson and an overall assessment.
Differentiation: One student has appeared to have some difficulties and frustration in math. Ms.
Nace has contacted his mother and have discussed shortening the problems for the student.
Therefore, if needed I will assign certain problems for the student.
Assessment: The students will be assessed by the Kahoot quiz given at the end of the lesson. In
addition, the teacher will be making observations of the students during the lesson and activities.
Doing this will help the teacher understand where all of the students are after this lesson.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies
After teaching the lesson, I will evaluate myself from seeing the results of the formative
assessment. In addition, I will also go over the worksheet as a class. When reviewing the
worksheet, I will have the students explain their reasoning for the answers. This will give me
some feedback to see if there needs to be any remediation of the lesson.
Some of the places where the learners struggled in the lesson was regarding how you need to
complete the expression from left to right. In addition, the students always thought that
multiplication had to be done first before division. Therefore, I had to explain how they go hand
and hand together and same with addition and subtraction.
I think the lesson could be improved by stating the learning objective at the beginning. In
addition, I would include I do and we do.
Lesson Plan Scoring Guide.
Planning
Content Knowledge-- Candidate does Candidate reflects Candidate plan Candidate plan
Candidate develops a not display some awareness reflects research reflects extensive
lesson plan informed knowledge of of the important and knowledge research and
the content, concepts in the knowledge of the
by research and of the content
relationships discipline, content, relations
knowledge of content between relations between and relations between important
and the discipline. different them and of the between concepts, and of
InTASC 4; CAEP 1.2 aspects of the instructional important multiple
content, or of practices specific concepts, and of instructional
the to that discipline. instructional practices specific
instructional practices to that discipline.
practices
specific to that
specific to that
discipline. discipline.
Instruction
Learning The candidate The candidate The candidate The candidate
Environment-- develops a plan develops a plan develops a plan develops a plan
Candidate develops a that fosters that that that
lesson plan that fosters negativity, encourages encourages encourages
interactions guided by insensitivity to interactions, both interactions activities that
respect and rapport. cultural between the steeped in establish positive
backgrounds, teacher and civility and interactions among
sarcasm, and students and respect students and
put-downs among students, characterized fosters a respectful
InTASC 3 between that reflect between teacher relationship
teacher and insensitivity or and students between the
students, and lack of and among teacher and
among responsiveness to students. These individual student,
students. cultural or reflect general reflecting
developmental caring, and are sensitivity to
differences appropriate to students’ cultures
among students. the cultural and and levels of
developmental development.
differences Activities are
among groups structured such
of students. that all students
feel safe and
comfortable to ask
questions,
comment, discuss
and share ideas.
Professional Learning
Reflection-- Candidate does Candidate Candidate Candidate’s
not accurately provides a provides an reflection on the
InTASC 9 assess the partially accurate accurate and lesson is
effectiveness and objective objective thoughtful and
of the lesson, description of the description of the accurate, citing
and has no lesson, but does lesson, citing specific indicators
ideas about not cite specific specific of effectiveness
how the lesson evidence. Teacher evidence. based on multiple
could be candidate makes Teacher data points.
improved. only general candidate makes Thoughtful
Candidate does suggestions as to some specific consideration is
not self-reflect how the lesson suggestions as to made to reflecting
or self- might be how the lesson on meeting the
reflection does improved. might be needs of diverse
not indicate improved. learners. Teacher
understanding Teacher candidate draws
of the candidate on an extensive
adjustments engages in self- repertoire to
needed to reflection of suggest specific
improve teaching practice alternative actions
professional but does not and predict the
practice and its articulate likely success of
impact on adjustments each.
diverse needed to
learners improve personal
practice and its
impact on
diverse learners.
Appendix
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career- readiness standards.
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate
progression level(s) in the following categories: the learner and learning; content; instructional
practice; and professional responsibility.
1.2 Providers ensure that candidates use research and evidence to develop an understanding of
the teaching profession and use both to measure their P-12 students’ progress and their own
professional practice.
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (e.g., National Association of Schools of Music – NASM).
1.4 Providers ensure that candidates demonstrate skills and commitment that afford all P-12
students access to rigorous college- and career-ready standards (e.g., Next Generation Science
Standards, National Career Readiness Certificate, Common Core State Standards).
1.5 Providers ensure that candidates model and apply technology standards as they design,
implement and assess learning experiences to engage students and improve learning; and enrich
professional practice.
InTASC standards:
● Standard #1: Learner Development. The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within
and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
● Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards.
● Standard #3: Learning Environments. The teacher works with others to create
environments that support individual and collaborative learning, and that encourage
positive social interaction, active engagement in learning, and self-motivation.
● Standard #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.
● Standard #5: Application of Content. The teacher understands how to connect concepts
and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
● Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to
guide the teacher’s and learner’s decision making.
● Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
● Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content
areas and their connections, and to build skills to apply knowledge in meaningful ways.
● Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
● Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership
roles and opportunities to take responsibility for student learning and development, to
collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.