Date: first day of Teacher Name: Katherine Olsen Class: Mathematics

school

Grade Level: Unit Name/Topic: Mathematics in the Real Lesson Number: 1 Length: 48 minutes
6-12 World

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

Academic Content Language (content vocabulary, discourse, syntax):

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
● Math gives us a way to explain and make sense of the
world around us. It can be seen in art, nature, science,
music, the daily news, and so much more.
● Everyone can find value and success in the study of
mathematics.
Students will keep considering . . .
● What has been your personal experience with
mathematics?
● How can we each find value and meaning in the study
of mathematics?
Questions to elicit deeper thinking or build upon about the topic...
● Why should we understand the connections of
mathematics to the real world and other content
disciplines?
● What skills can we acquire through the study of
mathematics?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
● their understanding of this course and what my expectations are for them this year
● the value math holds for each student individually and collectively

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
● engaging and getting mostly correct answers to the
● engagement during syllabus overview and
Kahoot
introduction presentation
● completing the homework sheet about their interests
● quality of discussions during inside/outside circle
and hobbies for the next day
activity
Evaluative Criteria:
Students success would look like. . . Summative (if any beyond the performance task):

● participation and engagement in activities and ● same as performance tasks

discussions

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Lab Learning Stations Writing to Learn Inquiry Learning Independent Learning
 Small Group Direct Instruction Workshop Role Play Game Other:

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Diversity of Learners Unknown ● Kahoot on chromebooks-interactive, fun

● Teacher introduction slides presentation-visual and
Specific Support Who will provide that Why? What’s the intention engaging, not many words
Needed (Special support? Where will that
Education Support support be provided?
and/or
accommodations
and
modifications)

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks Rationale: (Based on
& build in checks for understanding) connect to prior knowledge & assets): Research/theory)

7 minutes As students walk into class, I will be at the Students will be walking into I will have assigned seats
door welcoming them and asking them class and finding where their because I believe it will
their names. I will direct them to use the assigned seats are. They will read better allow students to
chart shown on the smartboard to find the instructions on the meet new people and
their assigned seat. On the white board, board/hear me state the begin the process of
instructions for getting seated and starting instructions and begin making building a class
on their name tent are clearly stated(what’s their name tent and chatting community, where
written on the board: “Welcome to math with the people around them. As students aren’t just
class! Use the seating chart shown on the I go through attendance, they around the people they
smart board to find your seat. Go ahead will acknowledge their name already know. This seating
and start making a name tent and chatting being called and tell the class chart will be changed
with the people at your table”). There will about something they did over each month to allow
be four people at each table, and the summer. After attendance, students the
materials(paper and markers) will be at they will continue to work on opportunities to keep
each table. After the bell rings, I will give a their name tent and chat with engaging with new
quick introduction (“hi, my name is Ms. the people around them. classmates. This method
Olsen!”) and then take attendance. As I go of taking attendance
through the names, I will ask students verbally and asking a
pronunciations/nicknames they prefer and question for each student
something fun they did over the summer. I to answer allows me and
will then direct students to begin/keep the entire class to put
working on their name tent and get to names to faces and have
know the people at their table. something memorable to
 associate with the student
to again begin to build a
community. The name
tent and time to talk with
the people at their table
further enforces the goal
of letting students make
connections and get to
know each other.

10 minutes I will then hand out the syllabus to each Students will follow along with Going over the syllabus
student to transition them into syllabus each section of the syllabus and communicates what my
review and once they are all passed out say, read it outloud if I call on them. expectations are and what
“I love all the conversations I’m hearing and Some might still be working on they will be doing and
the creativity you all have shown with your their name tent(which is learning for the year. This
name tents! We are going to move on to completely acceptable). They will can help to ease anxiety
the syllabus now, but feel free to keep all pull out their chromebooks and ensure that students
drawing if that helps you to listen as I when I ask them to and get to are held accountable and
explain some information about this class the Kahoot access code. During responsible to their
and what we will be doing.” I will pull up the Kahoot, they will be making learning and behavior.
the syllabus on the smartboard and go their best guess on what the Having students read
through it, asking students to read specific answer is for each question parts of the syllabus
sections(each section will be read by a based on what we talked about outloud allows other
different student). We will not read right before and what the voices than mine to be
everything, but focus on the “success in this syllabus in front of them states. heard, and invites
class looks like…”, “big ideas,” “essential It will ideally be a friendly students to help
questions,” “policies,” “expectations,” and competition where everyone is communicate information
“my pledge to you.” I will touch on grades engaged and invested in how in a low-stress way. The
and the other sections, but take about 5 they do(which is often how it Kahoot is a way for me to
minutes to go through it all with the class. goes with Kahoots). see how much students
From there, I will direct students to pull out got from what we just
their chromebooks and go to Kahoot. The discussed, and is a fun
code will be shown on the smartboard. We activity for students that
will then do a 5 minute Kahoot with the allows them to have
questions related to what we just went over friendly competition while
in the Syllabus review. at the same time engaging
in thinking about what we
had talked about.

6 minutes After the Kahoot, I will ask students to put As I talk, students will be This introduction is a way
their chromebooks away and pull up my listening and engaging. They will to make connections to
introduction slides presentation. I will go be sharing their own interests the students and help
through the slides, asking questions along that relate to mine and them to see me as more
the way to make connections with the asking/answering follow up than a teacher, but as an
students (have you guys ever been to questions that come from the actual human that they
Illinois? Do any of you like to read? Which conversation. can relate to and who
of these books have you read? What sports sees them as more than
do we have represented in this class? Any just students in a math
runners?? What is the coolest place you class. Asking them
have traveled to? etc.). I will then ask if they questions as I go through
have any other questions about me. the slides helps to
communicate that I want
to know them and that I
value their interests and
experiences.
13 minutes To transition out of my introduction, I will
say something like, “Now that you guys
have had a chance to learn about me, I
want to learn about you and have you learn
about each other! I’m going to split you
guys into two groups and then we will make
two circles, with group 1 the inside circle
and group 2 the outside circle” I will then
count them off and split them into two
groups. I will direct the first group to make
an inner circle and the second group to
make an outer circle surrounding them. I
will give directions, such as “outer circle,
rotate 3 spots to the right” to shuffle them
up and then tell them the questions to
discuss with the person they are paired
with. For each question, I will give about 3
minutes so that both partners can share,
and then give new directions to rotate the
circles and give people new partners. The
three questions I will have them discuss
are:
● What is something you like to do
outside of school? This could
include sports, hobbies,
instruments…
● How valuable do you personally
find the study of mathematics on a
scale of 1-10? Why?
● What have your past experiences in
math classes been like? Have you
enjoyed the classes? Why or why
not?
As the students discuss each question with
different partners, I will be listening in on
conversation and making note of what I
hear and how well the conversation is
flowing.
7 minutes After the last question, I will have students
take a seat back at their tables. I will then
play for them this brief video about what
math is(beyond the formulas that are
usually associated with the subject):
https://www.youtube.com/watch?v=64643
Op6WJo
After watching, I will ask students what
their biggest takeaways were. They will first
discuss with their table group, and then
after two minutes we will come together as
a class and discuss for another two
minutes.
The students will be following
my directions and forming the
two circles. As each question is
asked, they will take turns
answering and explaining
themselves. As the partner talks,
they will be listening actively. If
they finish before the time is up,
they will be having a follow up
conversation based on the
answers that were discussed.
As the video is playing, students
will be listening and paying
attention to what it shows/says.
During the discussion after, they
will talk at their tables about
what they took away from the
video. They will then share this
discussion with the whole class.
This inside/outside circle
activity allows students to
pair up with different
people and have a safe
environment to discuss
the questions asked. Every
group will be talking at
the same time, so no one
has to worry about others
overhearing what they
say, which gives them
more freedom to share
openly. This structure will
allow me to easily walk
around and listen in on
conversation without
drawing attention to
myself as to not get in the
way of the discussions.
The questions themselves
serve to start students
thinking about their
mathematical experiences
and identity, along with
their general interests,
which is what the unit is
all about. Having students
start to think about these
topics now will allow
them to begin the future
investigations that I will
have them do more
seamlessly.
Along with the
inside/outside circle
activity, this video helps to
introduce the focus of this
unit to better prepare
them for the work that I
will have them do the
next few days. Having
them first discuss their
takeaways at their tables
before coming together as
a class to talk about it
helps students to hear
from each other and have
the time to talk through
their thoughts in a small
 group environment before
talking about it in front of
everyone(which can be
more stressful).

5 minutes I will use this discussion to transition the As I explain the plan for the next Introducing the project
class into talking about what the rest of the few days, students will be now allows students to
week is going to look like. I will explain that listening and asking questions. have a chance to mull
we will be doing an investigation of how They will take the sheet I hand over what they might
math is applicable and valuable for all of us, out and plan to fill it out before want to look into and
regardless of what we want to do in life and the next class. thoughts they have
what our interests are. I will pass out a already for it. The sheet I
sheet that has them write down: give them will serve as a
1. What do you want to do when you launch point for the next
grow up? If unsure, what are your class period; they will use
biggest interests? their answers as a basis
2. What are your hobbies? For for what they will
example, what type of music do research.
you listen to? Are you involved in
sports? Clubs?
I will tell them to bring the sheet back filled
out for the next day, and we will use it to
start our project.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did the
class do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps? Who
needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do you
anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of Special
Education support, accommodations and modifications.

Day 2 Lesson Plan

10 minutes I will direct students to begin trying to figure out and solve the logic
problem on the board. The problem will be something like this:
Since this is the students’ first “bell-ringer,” I will spend some time
explaining my expectations for this time, along with what they can
expect each day. After they have had a chance to try to figure it
out(discussing with their table if they want), we will go over it as a
class. I will ask students what answer they got and ask them how
they got it.
3 minutes I will then ask students to pull out the sheet that I asked them to fill Students will be working with me to get
out for homework the day before. We will then split into groups
based on what they put as what they want to do in the future or
what their biggest interests are. The groups will each have around 4-5
people
10 minutes Students will then move to be sitting with the people in their groups,
and I will pass out a sheet that explains what they will be
doing(finding ways that math applies to what they want to do when
they grow up and recording their findings and putting making an
infographic on Canva with their main points) and has guiding
questions to help them if they need it. I will explain the sheet and
what I want them to be doing for the next 25 minutes and answer
any questions they have. I will also show them Canva, and how to
pick a template to create an infographic. I will explain that they will
be displaying their findings in this way and show some examples.
22 minutes I will then facilitate students' research and investigations, helping as
needed and making sure each group is engaged and on task.
3 minutes I will get students’ attention and we will quickly debrief on how they
think their time went.
Day 3 Lesson Plan
8 minutes I will give directions to students to begin the logic problem on the
board, and walk around and facilitate as they work on it.
Students will be listening as I explain
what I expect and asking any questions
that they might have. They will then
start trying to solve the logic problem,
working with the people at their table if
they would like to. When we start to go
over it, they will call out the answers
that they got and compare what they
did with the rest of the class as we
discuss. They will help each other come
to an understanding of how to get to the
actual answer.
into groups that reflect their responses
on the paper.
Students will listen to the instructions
and read the paper I give them. They
will ask questions if they have them.
Students will be sitting in their groups,
working together to research how math
is relevant to what they want to do as a
future career. They will discuss with
each other, use their chromebook, and
record their findings onto a template on
Canva.
Students will communicate their
progress for the day, if they need more
time, if they got stuck and couldn’t find
any good information, etc.
Students will work on solving the logic
problem, working with the people at
their table if they would like to. When

5 minutes I will have students transition into their groups from yesterday and
pass out a new sheet that explains today's investigation (researching
how math applies to everyday life→involves time, logic, sports,
nature, art, etc.). There will be guiding questions to help them, just as
yesterday and I will give a verbal explanation before they begin.
30 minutes I will then facilitate students' research and investigations, helping as
needed and making sure each group is engaged and on task.
5 minutes I will get students’ attention and we will quickly debrief on how they
think their time went.
Day 4 Lesson Plan
8 minutes I will give directions to students to begin the logic problem on the
board, and walk around and facilitate as they work on it.
5 minutes I will have students transition into their groups from the past two
days and pass out a new sheet that explains today's investigation
(researching how math helps us to make sense of societal issues
facing us today→wage gap, incarceration, etc.). There will be guiding
questions to help them.
30 minutes I will then facilitate students' research and investigations, helping as
needed and making sure each group is engaged and on task.
5 minutes I will get students’ attention and we will quickly debrief on how they
think their time went.
we start to go over it, they will call out
the answers that they got and compare
what they did with the rest of the class
as we discuss. They will help each other
come to an understanding of how to get
to the actual answer.
Students will move into their groups and
listen to the instructions and read the
paper I give them. They will ask
questions if they have them.
Students will be sitting in their groups,
working together to research how math
is evident and necessary in everyday life.
They will discuss with each other, use
their chromebook, and record their
findings onto a template on Canva.
Students will communicate their
progress for the day, if they need more
time, if they got stuck and couldn’t find
any good information, etc.
Students will work on solving the logic
problem, working with the people at
their table if they would like to. When
we start to go over it, they will call out
the answers that they got and compare
what they did with the rest of the class
as we discuss. They will help each other
come to an understanding of how to get
to the actual answer.
Students will move into their groups and
listen to the instructions and read the
paper I give them. They will ask
questions if they have them.
Students will be sitting in their groups,
working together to research how math
helps to expose societal issues facing
our world and country today. They will
discuss with each other, use their
chromebook, and record their findings
onto a template on Canva.
Students will communicate their
progress for the day, if they need more
time, if they got stuck and couldn’t find

Day 5 Lesson Plan
8 minutes I will give directions to students to begin the logic problem on the
board, and walk around and facilitate as they work on it.
10 minutes I will have students transition into their groups from the past two
days and make final touch-ups and additions to their infographic
30 minutes Each group will then present their infographic(5 minutes each),
explaining what they discovered and how it changes their view of
mathematics.
any good information, etc.
Students will work on solving the logic
problem, working with the people at
their table if they would like to. When
we start to go over it, they will call out
the answers that they got and compare
what they did with the rest of the class
as we discuss. They will help each other
come to an understanding of how to get
to the actual answer.
Students will be sitting in their groups,
working together to finish their
infographic and format it the way they
would like to. This is also an opportunity
for them to add more information if
they would like to or change what they
already have.
Students who are presenting will explain
what they have on their infographic and
elaborate on it(not just reading from the
screen). Students who aren’t presenting
will be paying attention and listening,
asking questions at the end if they have
any.