Lesson Plan

Date December 1 and Lesson Title Arithmetic Sequences and Arithmetic Grade Level 11
December 4, 2023 Series

Time in Lesson 65 min + 85 min Subject Math 20-1 Lesson # 1-2

Developed By Richard Van and Saymah Chaudhry

Identify Desired Results

Learner Outcomes from the Program of Studies
(Include CONTENT objectives and LANGUAGE OBJECTIVES THAT YOU CAN INTEGRATE INTO THE CONTENT)
What are the SPECIFIC outcomes to be addressed in this lesson?
Explain HOW you will integrate language and content so that the content is a model to grow students’ language.

● “Analyze arithmetic sequences and series to solve problems. [CN, PS, R]”

(Alberta Education, 2008)

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result What will I accept as evidence of learning/development? Have I
of this lesson? employed formative assessment? Do I make use of prior
assessments in this lesson?

By the end of this lesson students will… understand and Formative Assessment:
develop the ability to solve arithmetic sequences and ● Class discussion
series. ● I Do, We Do, You Do

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

● Laptop ● This lesson offers multiple modes of learning such

● iPad as visual learning, inquiry-based learning,
● Projector classroom discussions, and so on.
● Notes template

Lesson Plan Sequence

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes?

What is the TEACHER doing? What is your plan for What are the STUDENTS doing? How are they Approx. time
the body of the lesson? What steps are taken engaged while you are teaching the lesson?
during the lesson?

Day 1 (65 min): The lesson will begin with an
introduction to 1.1 arithmetic sequences, defining
what a sequence is, what arithmetic means, etc.
Variables and notation will be explained in detail, as
Students should be paying attention and 10 min
participating in class discussions when necessary, as
well as trying their best to complete the examples.
Additionally, they should be asking questions if
there is any confusion.

Adapted from Wiggins, Grant & J. McTighe (1998)

well as a derivation of the formula.

Teacher will begin with the first example. As this is 5 min

the first example, the teacher will go through this
question with guidance from the class.

For the next example, the teacher will give students 15 min
time to work on the question on their own.
Afterwards, the teacher will go through it. Same
thing will happen with the third example.

Next, the teacher will begin 1.2 arithmetic series. 8 min

Similarly, the teacher will go over what a series is,
go over terminology and notation, etc.

The teacher will give students the formula for

summation, however will not derive it for the sake
of time. Note that the teacher should do this the
next day.

Teacher will begin with the first example. As this Remainder

question is very similar to the questions with
arithmetic sequences, the teacher will give the
students time to work on it, then go over it as a
class.

For the remainder of the period, the teacher will

give the students time to work on their homework.
The teacher should be walking around and assisting
students when needed.

Day 2 (85 min): The lesson will begin with a
summary of what they learned in the previous class
(arithmetic sequences, arithmetic series, notations,
and formulas). As during the previous class, there
was no time to derive the summation formula, it
will be done this class. The teacher should form
their derivation in an inquiry-based style where
students are helping with the process.
Students should be paying attention and 15 min
participating in class discussions when necessary, as
well as trying their best to complete the examples.
Additionally, they should be asking questions if
there is any confusion.

The teacher will assign students some example 50 min

questions to work on. For each question, the
teacher will give students time to work on it, then
will go over it as a class. There are 6 questions in
total.

After completing the examples, the teacher will 5 min

Adapted from Wiggins, Grant & J. McTighe (1998)
 quickly go over an example of a geometric
sequence, which they will cover in tomorrow's
lesson. For the remainder of the period, the teacher
will give the students time to work on their
homework.

Pre-Service Teacher Self-Reflection

In your self-reflection of your lesson, please consider the following questions:
1. What went well in your lesson? What were the strengths of the lesson?
2. What needs refinement? What might you do differently next time?

Addition Questions:
● How do you feel your students experienced this lesson?
● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
● What went well and what needs refinement? What might you do differently next time?

Overall, these lessons went very well in my opinion:

● Lesson offered a low-floor and high-ceiling allowing students of all levels of understanding to remain engaged.
● The lesson was well-paced - even though this is relatively a new concept for all of these students, we took the
time to really understand each little thing before moving on.
● The way that I taught this class was more so of a class discussion rather than a lecture. Other than going over the
definitions and notations, I like to think that I encouraged the students to come to their own conclusions about
the math concepts rather than me just telling them. Additionally, when we did class examples, I asked the
students guiding questions which allowed them to think and help us solve the class examples together rather than
me just doing it myself. I also gave them plenty of time to complete examples on their own, then go over it as a
class. Overall, this was an effective approach.
● I should have encouraged students to talk to one another if they needed help. This will improve the learning
environment. Additionally, my explanation of some things could have some improvement. Additionally, if I notice
students are struggling on a particular example, I should give them hints rather than just go over the example -
giving them time to think and work through it again.

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)
 References

Alberta Education (2008). Program of Study: Mathematics Grade 10 to Grade 12. Edmonton:

Government of Alberta.

https://education.alberta.ca/media/564028/math10to12.pdf