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Name: - Daniel Barahona - Grade Level Being Taught: 3rd Subject/Content: Math Group Size: 18 Date of Lesson: 3/19/15
Name: - Daniel Barahona - Grade Level Being Taught: 3rd Subject/Content: Math Group Size: 18 Date of Lesson: 3/19/15
Lesson Content
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
How can I use reasoning and test taking strategies to help practice my mathematical
thinking for the FSA?
The students will be able to use mathematical practice to solve math problems and
check their understanding of mathematical contents.
What background
knowledge is necessary
for a student to
successfully meet these
operations (fractions), measurement and data, and geometry. Students need to practice
mathematical contents to prepare for the Florida Standard Assessment (FSA) to check
their understanding. Also, the lesson is a part of a five day lesson which requires
students to build stamina with mathematical concepts.
Formative:
Math-Mania Students will use their mini white boards to answer math questions.
Practice Benchmark Test B
Summative:
FSA Testing on math
Form B and C Math Test-District Test Data/PLC
The teacher needs to have knowledge of all the third grade mathematical contents to
help students relearn and expand their knowledge. The teacher needs to have prior
knowledge of FSA question format. Also, the teacher should have general math
knowledge with test taking strategies along with mathematical practice in precision and
reasoning.
The students will be active learners as they engage in practicing their mathematical
skills and preparing them for the FSA.
Lesson Implementation
Teacher centered: Teacher will present one math problem at a time. Then, the teacher
will model the correct answer to express their mathematical thinking.
Independently: Students will express their mathematical thinking on their mini white
boards to answer math questions.
Time
Who is
responsibl
e (Teacher
or
Students)?
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?
game. I will have a math problem on the Elmo and you will have 3
minutes to answer the question. You will receive one ticket for each
question that you answer correctly, so make sure no one sees your
answer. To start the game, please take out your mini whiteboards
with dry erasers and markers.
2. Have students sit at the carpet. Turn on the Elmo, and use
pages 52 68 from the common core coach mathematics 3
assessments to use for the math-mania game.
3. Only show one question at a time. Provide students 2-3
minutes to work each math problem on their mini
whiteboards. Ask students to show their answers and tally
the students that answer correctly on the scoring sheet.
Then, model the correct answer by telling students how you
would have solved it as the teacher.
4. Repeat step 3 for each math question. The game ends after
a student has more than 10 questions correct. Provide tickets
after the game is over.
5. After specials, provide the Benchmark Test B for students to
practice independently.
a student struggles with the content?
The teacher will model the math problems to demonstrate to students mathematical
thinking to assist for the FSA. Ask high order questions to determine if there are any
misconceptions, and have students to show their work and use mathematical reasoning.
a student masters the content quickly?
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The lesson connects to their cultural background of exploring and playing. Students will
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students will work in differentiated pairs in where they compare their answers and
use mathematical reasoning with one another. Also, I will walk around the classroom and
provide assistance if necessary.
How will you differentiate instruction for students who need additional
language support?
Use pictures and symbols to help with the explanation.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you
use? Why did you choose
these materials? Include any
resources you used. This can
also include people!)
Reflection