Please create 2 elementary MATH lesson plan. Use the following website to come up with standards. http://www.corestandards.org/read-the-standards/ Please be sure that your assessment lines up directl

Please create 2 elementary MATH lesson plan. Use the following website to come up with standards. http://www.corestandards.org/read-the-standards/ Please be sure that your assessment lines up directl
Instruction Plan for a Single Lesson Name: _ ___ Date: Grade Level: Kindergarten Subject/Topic: Greater Than/Less Than Group Size: _____ Individual ______Small Group ( ) __X__ Whole Class (14) Standards: Which Maine Learning Results, Common Core Standards or Provincial Standards do these objectives support? CCSS.MATH.CONTENT.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable) The students will: (SWBAT know/do) SWBAT select by counting which group of objects is greater than or less than a different group of objects. SWBAT explain why the group is greater than or less than a different group of objects. Instructional Materials: What instructional materials or technology will you need? Magnetic counters Greater than/ less than worksheet (see below) Popsicle sticks glued in a greater than/ less than sign Markers (washable) Playing cards (face cards removed) Video (https://www.youtube.com/watch?v=M6Efzu2slaI) Introduction: How do you plan to introduce the lesson and/or motivate the students? Attention Getter, Review, and/or Preview) Explain your purpose. To begin this lesson, I will introduce the students to my “friend” Mr. Alligator. “Okay guys, today I’m going to introduce you to my friend, Mr. Alligator! Mr. Alligator is special because he can help us solve some of our math problems. Do you want to see how?” “Mr. Alligator” is the decorated popsicle sticks that help the students tell which side is greater than or less than. Procedures: How will the lesson develop or proceed? What steps will you follow? Include questions you will ask and examples you will provide. After the students’ have been introduced to my friend, we will talk about how as an alligator he eats a lot! At this point, I will put a few magnetic counters in two groups on the whiteboard and ask the kids which side would Mr. Alligator prefer to eat? While some of them may just pick a side, I will explain that Mr. Alligator determines which side to eat based on which side has more food on it. Because my Mr. Alligator has magnets on it, I will place him in between the two groups of counters with his mouth pointed towards the group that has more. We will do a couple more examples of this while each time reinforcing that Mr. Alligator only eats the groups that have the most in them. After I have finished explaining this, I will ask the kids if they would like to make their own alligators? When they say yes (hopefully) I will distribute the pre-glued popsicle sticks, which already have googly eyes attached, to each child and then have them use their markers to design their own alligator. As they are coloring their alligators, I will explain that although we are pretending ours are alligators, the sideways bottomless triangle is the sign that everybody uses to show greater than or less than. I will also explain that the side that we are calling the mouth is the side that always points towards the greater side of a problem. This activity should take no more than ten minutes. Once they have their own alligators, I will divide the class up into groups of two and we will play a game with our alligators. Each group of students will get a stack of playing cards (no face cards) and the students will then each turn over a card. Using the alligators that they have created, the students are to determine which card the alligators should eat because it is bigger. Each student should count their own card and compare it to the other student’s card. This will allow each student time to process what their card is without interruption. The student with the bigger card gets to keep both cards. In case of a tie, each student should draw another card and repeat the process. When we are down to 10 minutes or so left of class, I will hand out the worksheet. I will explain that the students are to circle the sign in the middle that shows which group the alligators mouth should be pointing towards. They are allowed to use their alligators to help them with these questions. Assessment/Check for Understanding: How will you measure if the students have met the lesson objective? I will formatively assess the students by walking around while they are playing their games. I will check to see if they are grasping the concept of greater than and less than, as well as checking to see if they are counting their numbers correctly. I will also be asking students during this game time if they can explain to me what they are doing. I will record whether their answer is well explained (check plus), explained with some clarifying questions (check), or not explained well (check minus). Chart is seen below. My summative assessment will be the worksheet that the students are handing in after they are done with the game. Closure/Transition: How will you end the lesson? To end this lesson, after the students have turned in their greater than and less than worksheets, we will gather on the rug and watch a video that goes over what we just learned. This will serve as the closure. When we have finished that video, we will watch another video related to what we are going to learn in the next class. This will serve as the transition. Accommodations/Differentiation: What modifications could you make to lesson procedures, materials, or assessment/check for understanding? This lesson is differentiated by having the students use both auditory learning (verbally telling which side has more), visual learning (seeing which side has more), and kinesthetic learning (counting the objects on the cards). If I had a visually impaired student, I would substitute the flat cards with ones that have raised shapes so that the student could count with their fingers. Counting Greater Than/ Less Than Explaining Their Reasoning 10 11 12 13 14 UMPI College of Education Lesson Plan Format Revised 5/19/15
Please create 2 elementary MATH lesson plan. Use the following website to come up with standards. http://www.corestandards.org/read-the-standards/ Please be sure that your assessment lines up directl
University of Maine at Presque Isle Rubric for Lesson Plan Name: Date: Course: Performance Expectations Beginning Developing Proficient Exemplary Rubric Score Standards No reference made to standards Related content standards are minimally identified Related content standards are mostly detailed from MLR/CCSS/NGSS Related content standards are fully detailed from MLR/CCSS/NGSS Objectives (SWBAT know/do) Lesson objectives lack clarity &/or measurability; connection to standards not apparent Lesson objectives somewhat clear & measurable; partial connection to the standard Lesson objectives are clear, measurable, and specific to the standard Lesson objectives are clear & measurable; learning progression is evident Materials & Use of Technology List of materials and use of technology given limited attention in the lesson plan List of materials and/or use of technology is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan. List of materials and technology is provided and accurate for both teacher and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson plan. Detailed list of materials/technology is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan. Introduction Little or no attempt to gather students’ attention and/or set a purpose for the lesson Inadequate attempt to gather students’ attention and/or set a purpose for the lesson Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say Performance Expectations Beginning Developing Proficient Exemplary Rubric Score Procedures Lesson plan has no match between procedures and objectives; no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher’s actions Lesson plan has limited match between procedures and objectives; limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher’s actions Lesson plan has clear match between procedures and objectives; adequate teacher modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step-by-step in first person Lesson plan has explicit match between procedures and objectives; multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details teacher’s actions in first person Assessment (Formative & Summative) No assessment provided for the lesson, or assessment does not measure objectives Assessment provided for the lesson but inaccurately measures the objectives Formative and/or summative assessments have clear relationship to the lesson objectives Formative and summative assessments are defined, showing clear relationship to all objectives addressed in the lesson Closure Lesson ends without review; limited to clean-up and/or transition to next activity Lesson ends with limited review; focus on clean-up rather than student learning Teacher reviews lesson by summarizing and/or reviewing what was taught; some student engagement Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson Accommodations & Differentiation Superficial or little attempt to differentiate Differentiation is not linked to learner characteristics Differentiation is linked to individual learner characteristics with adequate detail Anticipates and plans ahead for any necessary class-wide differentiation Professional Writing Poor quality of professional writing is evidenced by 8 or more errors in clarity of writing, spelling, usage &/or grammar Fair quality of professional writing is evidenced by 5-7 errors in clarity of writing, spelling, usage &/or grammar Professional writing is evidenced by 1-4 errors in clarity of writing, spelling, usage &/or grammar Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage and grammatical errors Note: A “3” in each category is considered “proficient” toward meeting course proficiencies. By the end of the course, you must demonstrate proficiency in writing lesson plans. Comments: Instructor’s Name: Wendi Malenfant Date: Instructor’s Signature: Wendi Malenfant Total Score: Revised 5/20/2015 adapted from Alvernia University- www.alvernia.edu
Please create 2 elementary MATH lesson plan. Use the following website to come up with standards. http://www.corestandards.org/read-the-standards/ Please be sure that your assessment lines up directl
Instruction Plan for a Single Lesson Name: ___________________________________ Date: ___________________ Grade Level: _____ Subject/Topic______________________________________ Group Size: _____ Individual ______Small Group ( ) ______ Whole Class ( ) Standards: Which Maine Learning Results, Common Core Standards, Next Generation Science Standards or Provincial Standards do these objectives support? 1. 2. Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable) The students will: (SWBAT know/do) 1. 2. Instructional Materials: What instructional materials or technology will you need? 1. 4. 2. 5. 3. 6. Introduction: How do you plan to introduce the lesson and/or motivate the students? (Attention Getter, Review, and/or Preview) Explain your purpose. Procedures: How will the lesson develop or proceed? What steps will you follow? Include questions you will ask and examples you will provide. Assessment/Check for Understanding: How will you measure if the students have met the lesson objective? Closure/Transition: How will you end the lesson? Accommodations/Differentiation: What modifications could you make to lesson procedures, materials, or assessment/check for understanding? UMPI College of Education Lesson Plan Format Revised 5/19/15