Mathematics Lesson Plans Introduction and Reflection

Mathematics Lesson Plans Introduction and Reflection

Introduction to Selected Lessons:

I have selected two mathematics lesson plans to represent my experience with mathematics instruction. The first lesson, a hunter model plan for a juice taste test, was given to an inclusion eighth grade mathematics class in the fall of 2008. The second lesson plan, a connected mathematics model (CMP) for an activity exploring equality, was given to both inclusion and non-inclusion eighth grade mathematics classes in the fall of 2009. I attending a teaching workshop on the CMP launch, explore, explain model in the summer of 2009 and used it throughout my student teaching. Both lesson plans focus on hands-on activities that are completed in cooperative learning groups.

Reflection:

Mathematics Lesson I Juice Taste Test (November 19, 2008):

The following reflection questions were provided by my methods professor.

1. What about your lesson went well?

Beginning the unit with the taste test went really well. Students were engaged and on task. I was also very happy that the boy with a learning disability participated in the activity – he usually does not get up in front of the class or complete any of his work without the assistance of the inclusion teacher.

2. What about your lesson did not go as you had planned?

Everything went as planned. I was surprised at some of the responses from the visualization activity. I think that many students will do well in this chapter.

3. What methods did you use to assess students’ understanding during the lesson, and what was your perception of their understanding? Provide specific evidence when possible.

I went to the board and watched as students put their quality ratings in the correct interval. If students chose the incorrect interval I explained to them why it was incorrect. The majority of the students did not have any misconceptions about how to put a data point into a correct interval. After I modeled the line plot and histogram, students created line plots and histograms with the data from drink B and shared their answers with the class. I circulated the room and answered questions during the group work but many students did not need assistance. Finally, I assessed students as they came up to the Elmo to share their work. One student used the data from drink A instead of drink B to create his histogram and one student put data in incorrect intervals. However, a majority of the class created the correct histogram.

4. Give yourself a rating (0 to 10 or a letter grade) for your lesson in each of the following categories, and provide specific praise and criticism:

1. Lesson planning (too detailed, not detailed enough, sequence out of order or didn’t flow well, too long, too short?)

10 The lesson went as planned, was detailed, flowed very well, and lasted the entire period.

2. Management (ready to go, efficient use of time, materials distributed well?).

10 I managed the time efficiently. I used student helpers to distribute the drinks and post-its so it wouldn’t take too long. I had students come to the board in groups to minimize the time it would take to complete the activity.

3. Delivery and communication (voice, body language, crisp explanations, examples at right level of detail, directions clear?)

10 I was really comfortable with the class. The majority of the class understood the directions for the activity, how to place a data point within an interval, and how to create both a line plot and histogram.