Algebra Lesson Plan
Algebra Lesson Plan
Name: Solving problems involving addition, subtraction, multiplication and division
Grade Level: 3
Overview of Standards
According to the “Common Core State Standards for Mathematics” (CCSSM) students at the third grade are expected to be in a position to find the difference or sum to two numbers that within the range of 0 to 10,000 (MCREL, 2012). The stands also expect students to be able to solve multiplication problem involve one digit number by multiple digit numbers (1,235 x 4).
Lesson Objectives
$11. Students should demonstrate the ability to add and subtract numbers between zero and ten thousand by the end of this lesson
$12. Students should demonstrate the ability to multiply multiple number digits by a single number digit at the end of this lesson.
Anticipatory Set Teaching
Principles of teaching suggest that learning takes place effectively when new information is founded on students existing information (Showers & Joyce, 1995). The main purpose of this part of the lesson is to find out the knowledge that students already have and which will be useful in this lesson. In this case, for students to manage to solve the identified mathematical problem, students must have knowledge of the place value of whole numbers. Students must show ability to read and write whole numbers between 0 and 10,000, as well as, identify place value digits.
At third grade level, learners are expected to some degree of knowledge about whole numbers and decimals in the previous lesson. This session seeks to evaluate students’ knowledge in this area. It also seeks to remind students of what they learnt concerning whole numbers. The session will involve asking question concerning the previous lesson. The teacher will engage students with discussion concerning what they had learnt about place vale of whole numbers. In this session, the teacher will also introduce the new topic to the students. The teachers will evaluate students understanding of what addition, subtraction, multiplication and division entails. The students will also engage students in a discussion of what they expect to learn during the lesson. This session should last approximately 10-15 minutes.
Guided Practice
This session entails presentation of new knowledge to the students. Principles of learning suggest that the learning process achieve the best outcome when knew knowledge is demonstrated to the students (Showers & Joyce, 1995). In this session, the teacher will introduce the concepts of division, multiplication, subtraction and addition. The teacher will go ahead and demonstrate to the whole class by solving a few addition and multiplication problems on the blackboard. The teacher should also consider inviting volunteers to solve a few addition, subtraction and multiplication problems.
Learning principles also suggest that learning takes place effectively when students are allowed to practice the new skills (Showers & Joyce, 1995). Thus, the teachers will ask the students to solve a few problems individually. The teacher will write the problem on the board and move from one student to the other in order to evaluate how each student is approaching the problems. The teachers should seek for explanation of the rationale used by students to solve the problem (Looky, 2009). This will encourage sense making as opposed to memorization of process by students. Learning principles also suggest that learning takes place effectively when students are able to apply new skills in real life environments. Thus, the teacher will offer brief explanations to the class on how subtraction, addition and multiplication knowledge is useful in day to day life. This session is expected to last for 25 to 30 minutes.
Independent Practice
Students require a lot of practice in order to acquire mathematical knowledge. This session will call for students to exercise the new skills (MCREL, 2012). The teacher will assign homework to the learners. The assignment will require students to solve a few problems and submit their assignment in the next lesson. Mathematical scholars suggest that students can effectively learn mathematics if the learners can make sense of the process involved in arriving at solution (MCREL, 2012). The student should have a logical explanation on how subtraction takes place, as opposed to memorizing solutions. In order to further encourage sense making by the students, students will be required to write a brief explanation on how they came up with solutions to the problems (Looky, 2009). The students should be in a position to explain their thought processes. The homework will also consist of mathematical problems that are presented in text form. The aim of this is to evaluate the students’ way of thinking and sense making ability.
Differentiated Instruction
Students have varied learning needs and capacity to grasp information. The main aim differentiating instruction is to accommodate all students into the lesson (Ontario Education Secretariat, 2010). This process involves the inclusion of multiple instructional strategies in order to accommodate the learning needs of all students. One strategy, which the teacher will use to differentiate instruction, is the use of open tasks (Ontario Education Secretariat, 2010). Open tasks are tasks that accommodate all thinking levels of students. Open tasks will ensure that no students is locked out of the lesson. Another strategy that will be used to differentiate instruction is offering parallel (Ontario Education Secretariat, 2010). Parallel task that are designed to achieve similar outcomes will be assigned to different categories of students. Each of these tasks will respond to a specific learning need of the students.
Assessment and Evaluation
Summative and formative assessment strategies will be utilized in this lesson. Formative assessments are aimed at evaluating the progress of students (MCREL, 2012). These will be issued in the form of class assignments, homework assignments and continuous assessment. The teacher will use these tests and assignments to gauge the student progress. Summative assessments seek to evaluate the effectiveness of the lesson in achieving its objective (MCREL, 2012). Summative assessment will come in the form of reflective journals and tests.
Learning Materials
Several learning materials will be used during this lesson. These materials include; text books; charts; teacher created handouts that explain how to solve problems; worksheets and graphic organizers.
References
Looky M. (2009). Meaningful Independent Practice in Mathematics. October 31, 2012. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1036&context=mathmidactionresearch
MCREL (2012). Using Writing in Mathematics to Deepen Student Learning. October 31, 2012. http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod19_Writing_in_math.ashx
Ontario Education Secretariat (2010). Differentiating Mathematics Instructions. October 31, 2012. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf
Showers B. & Joyce B. (1995). Student achievement through staff development: Fundamentals of school renewal. White Plains, NY: Longman
Is this your assignment or some part of it?
We can do it for you! Click to Order!
