Lesson Plan 16: Thursday, November 11, 2021

Insert plan below.

Name of Teacher: Negus Russell Date: November 11, 2021
Class: 7L Duration: 1 hr 20 Time of Class: 11:25
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Subject: Strand: Numbers Lesson Title: Reading measurement
Mathematics on a Ruler

STUDENT AND TEACHER PRACTICES

Students’ Select 1 to 2 MPs per lesson. Indicate the points in the lesson the
Mathematical mathematics practice will be used/assessed.
Practices (MP) Refer to the Mathematical Practices descriptions on page 6
Teaching Practices Select 1 to 2 TPs per lesson. Indicate the points in the lesson the
(TP) and Shifts mathematics practice will be used/assessed.
Refer to the Teacher Practices descriptions on page 7

SPECIFIC LESSON OBJECTIVES

These should be written to reflect the Math Practices and Teaching Practices. Do remember to
consider how each objective will be assessed.
By the end of the lesson, students should (be able to): Examples
1. • Know How To Use A Ruler Properly
2. • Identify whole numbers, fractions (including halves (1/2), quarters (1/4) and eighths 1/8)
and decimal measurements on a ruler.

PREREQUISITE KNOWLEDGE/SKILLS: What prior knowledge/skills or limited

conceptions might students have? How might students solve the problem?
For this lesson, students should be able to/already know:
1. Describe the function of a ruler

LESSON CONTENT AND VOCABULARY

Vocabulary: What words, phrases, or symbols may need to be explicitly discussed within the
lesson?
Ruler - A ruler is a device or tool that is used in geometry and technical drawing, as well as
engineering and construction technologies to measure the distance of a straight line.
Decimal- A decimal is a fraction written in a special form. Instead of writing 1/2, for example,
you can express the fraction as the decimal 0.5, where the zero is in the ones place and the five
is in the tenths place.
Content: What will be the main points of this lesson?
Enough time should be spent preparing the lesson content. Insert pictures to support the
theory/examples. You are required to use the APA Style Referencing for this section.
Examples of each type of problem and corresponding solutions should be shown (from simple
to complex).

TEACHING/LEARNING RESOURCES: What materials or resources are essential for

students to successfully complete the lesson tasks or activities?
 Technology: Laptop
 Manipulative: Virtual Manipulative (Online Ruler, PowerPoint, Quizizz)

LESSON ACTIVITIES
For each of the 5 E’s clearly indicate what the students will do and what the teacher will
do. You are required to write down the questions you will ask the students and the correct
responses.
Additionally, you are expected to insert math tasks/activity sheets/worksheets at the
specific section in the lesson each will be used. Remember to include the answer key/mark
scheme and source(s).

INTRODUCING TO THE LESSON

Estimated duration - ( 10 minutes)
 ENGAGE (SET UP THE TASK): Exactly how will you elicit prior content knowledge,
connect to students’ experiences, and set up the task (to ensure students understand the task
without over-scaffolding or funnelling)? How will you get the attention or capture the
interest of your students?

Task/Questions

Teacher’s Task Students ‘ Task

1. The teacher will start the class by 1. Students will be required to tell what is
having a discussion with students measurement and why measuring is
about measurements asking what is important.
measurement, and also ask students
why do you think measuring is
important.

DEVELOPING THE LESSON

Estimated duration - ( 5 minutes)
 EXPLORE (solve the task): What questions might you ask individuals or small groups of
students that focuses on the content/main concept and Mathematical Practices?

Task/Questions
 Teacher’s Task Students’ Task
1. The teacher will then show students 1. Students will be required to tell the name
the picture of a ruler and ask students of the instrument and how it is used.
what is the name of that instrument
and what is the function of the
instrument?
SUMMARIZING THE LESSON
Estimated duration - ( 30 minutes)
 EXPLAIN (Discuss task and related mathematical concepts): What questions and/or
activity will engage students in explaining and/or illustrating the concepts of the lesson, as
well as provide formative assessment as to what was learnt?

Task/Questions

Teacher’s Task Students’ Task

1. The teacher will then provide 1. Students will be required to follow
detailed step by step explanation on steps and observe as the main concept
how to use the ruler to measure of the lesson is being taught.
inches, meter and centimetre with
examples.

Estimated duration - ( 10 minutes)

 ELABORATE/EXTEND: What questions will you ask, or task will you give the students
(individually or in small groups) to help them to connect the concepts learned in the lesson
with an authentic situation? How can students use generalisations to solve specific problems
(in real world or subject-based contexts)?
Task/Questions

Teacher’s Task Students’ Task

1. The teacher will then provide a 1. students will be required to tell the
real-life situation or question. measurements of the real-life object.
Estimated duration - ( 15 minutes)
 EVALUATE (Lesson reflections):

 The students learning will then be evaluated using the virtual manipulative
quizizz to test their knowledge where they will be given a little quiz game.

 Lesson Reflection
For this section, consider reflecting on the three areas: students, the lesson and the
teacher.
 For example, what went well? In answering this question, think of how students
responded, how well students grasped the content, how you felt or what you did, and
 what went well in relation to what was planned. What evidence do you have to
support your thinking?
 Were all the lesson objectives met? Which ones were incomplete?
 Provide supporting examples – e.g.: pictures, direct quotes from students etc.
Refer to the Post Lesson Reflection Template for key elements to be included in the lesson
reflection.