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10 21 Math Lesson Plan
10 21 Math Lesson Plan
7 Learning Target(s)/Objective(s): Use place value to make magnitude estimates for products Rationale: By reaching this objective, students will be able to make estimates for large numbers and continue practicing rounding numbers. Estimation skills are important for students as it is a quick way to guess the value of numbers when they are multiplied. Materials: Student reference book, whiteboard, markers, pencils Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 10-15 minutes)
To begin the days lesson, I will use the Math Message from the book. This involves the students taking several numbers and arranging them so they express an amount equal to 1, 10, and 100. This is simply an exercise to get the math juices flowing. Upon completion of this Math Message, the whole group will discuss the expressions they created. This will be done by having students tell me some of the equations they created and questioning the class to see if they created similar or very different expressions. Moving on from the Math Message, I will introduce the days topic by describing what magnitude estimates are. The difficulty of the vocabulary will require me to provide examples for the students. I will then ask the students to think about where they might use such an estimate. After a moment to think, I will then have the students share with a partner. Then as a whole group, I will field responses. I will expand on the relevant answers which students supply.
can be played individually or in pairs. As students finish the practice sheet, I will have students pair up. Students who are waiting for a partner can practice the game alone. (5-10 min) After the students have had time to play the game, I will regroup them and they will begin working to review previous material. The previous lesson was based on chance events (probability). To practice this skill, students will create a spinner to experiment with. With a partner, students will work together using the language of probability to describe how their spinner might land on certain areas. (5-10 min) As a final exercise, the students will individually complete the assigned math box for the lesson.
Description of Formative Assessment I would like to attempt implementing a checklist in for my students as I track their progress. This would involve creating a graph based on each lesson topic. I am covering relatively few topics for the duration of my lead teaching, so I will be able to record the students progress very closely because each day will allow me time to review and expand the students skills. The graph would look like this: Name Not there yet On target Above and beyond Comments Steve X 10/21 X 10/24 Trouble with decimal placement Sally X 10/21 X 10/21 Understand place value and estimation