Department of Leadership & Teacher Education
Lesson Plan Format
Name: Heather Pearman Date: September 22, 2010
School: Elsie Collie Elementary Grade Level: 4_________
Teaching Strategy: whole group/ individual Time Required:45 minutes
I. Subject/Content Area
· Mathematics/ Equal Equations
II. Alabama Course of Study
4 (7). Solve problems, including word problems, involving multiplication and division of whole numbers through two-digit multipliers and one-digit divisors.
· Recognizing that some integers can be expressed as a product of factors in more than one way
III. Concepts
· Create equal equations using connecting blocks
· Equal sides
· Subtraction
· Addition
IV. Behavioral Objectives
· TSWBAT solve equal equation problems on Smartboard using addition and subtraction
· TSWBAT design an equation with equal sides using connecting blocks
· TSWBAT create an equation with equal sides using both addition and subtraction.
V. Evaluation
· The teacher will listen for correct answer to write on Smartboard.
· The teacher will look for correct answer written on Smartboard
· Teacher will walk around room and look for correct equal equations with connecting blocks..
VI. Materials -
· connecting blocks
· Smartboard
· Smartboard lesson
VII. Teaching/Learning Procedures
A. Motivation
· Not all equations are created equal, but today we are going to make our equations equal. Smart Board: First I will show them a picture of a feathers and bricks. Are a pound of feathers or a pound of bricks heavier?
· “Can anyone defend this reasoning?”
· The teacher will have students defend their responses to the question.
· The teacher will then tell the class the reasoning behind why they are both equal. They are both two very different things but they are equal. Numbers can be added and subtracted in an equation differently but we can still get an equal equation.
· The purpose for learning equal equations is to understand that different numbers can be added or subtracted but we can still have the same sum.
B. Instructional Procedures
· The teacher will then tell the class that they will be solving equal equations on the Smartboard and using connecting blocks to create equal equations.
· The teacher will then pull up the smartboard problems
· First, the teacher will demonstrate equations using addition with the problems that are illustrated on the smartboard
· The teacher will then have students solve problems in head and then answer the addition equal equations that are fill in the blank on the smartboard
· The teacher will write the correct answer and orally correct students responses
· The teacher will ask, “ can we have two equal equations evn though we are using subtraction instead of addition?”
· Then the teacher will demonstrate subtraction equal equations that are illustrated on the smartboard
· The teacher will then allow the students to first think then orally answer the subtraction fill in the blanks for the subtraction equal equations on the smartboard
· The teacher will ask if the equations would equal out on a balance bean or rock teeter
· Say, “I heard the radio announcer say that something had an “even chance, what might he have been talking about?
· The teacher will allow students to give their input on this question
· The teacher will demonstrate using the connecting blocks by creating an equal equation with addition, subtraction, and addition plus subtraction.
· For example, 3+3 is given. Create an equal equation for the given equation. I could make 2+4. I would have three black cubes connected to three black cubes for3 +3. I would then show 2 black cubes+4 black cubes. For subtraction I would have black as the big number and the white as the numbers being subtracted. This would all be demonstrated to the class
· The teacher will ask students to create equal equations using the connecting blocks
· The teacher will give one equation and the student will have to create the other equation to make it equal
· The teacher will repeat this many times for each concept
· The teacher will ask students to hold an equation in each hand and ask them to become a balance beam
· The teacher will follow the list of equations in the back of the lesson plan
· The teacher will ask the students “how it is possible to make an equal equation when you are using addition and subtraction.”
· The teacher will ask the students to create four equal equations one addition, subtraction, subtraction, addition+subtraction
C. Closure
· Students will hold up an example of their equal equations and speak their equation.
· Sometimes we have to share things equally or when measuring we must divide things equally. A score between two teams may be equal, but the way they got there was in two completely different ways.
· Tomorrow I want you to share something with your buddy equally. It can be anything. Be creative!
VIII. Supplemental Activities
· No early finishers (whole group instruction)
o Students who desire enrichment will be directed to equal equations activities using balance beams and other tools in the media center.
o Students who need remediation in equal equations will be provided with small group instruction during the next remedial session to help with struggling areas. I will use objects that are equal as well as a balance beam to show the concept equal equations.
IX. Professional Reflection
X. 1. The instructional objectives were met. The students listened to me demonstrate equal equations on the smartboard. Students also solved equal equations on the smartboard orally. Students were also able to create equal equations using connecting blocks which covered all concepts. The students responded to almost every question correctly on the smartboard. Students needed a little guidance after demonstration of the connecting blocks.
2. The students were productively engaged because they were responding to the problems and involved in creating equal equations using manipulatives.
3. Yes, I did begin with my motivation but I went with the flow of the class and how well they were grasping the information. I would spend more time one one thing and less time on another.
4. I would have liked to use a read aloud on equal equations to further assist in this lesson.
5. Yes, I would say sum rather than product. I would always love to do thing differently the second time. I do feel like they all grasped the information and a second lesson would have to be enrichment. It was so funny and informative that they all said that a pound of bricks was heavier.
2. The students were productively engaged because they were responding to the problems and involved in creating equal equations using manipulatives.
3. Yes, I did begin with my motivation but I went with the flow of the class and how well they were grasping the information. I would spend more time one one thing and less time on another.
4. I would have liked to use a read aloud on equal equations to further assist in this lesson.
5. Yes, I would say sum rather than product. I would always love to do thing differently the second time. I do feel like they all grasped the information and a second lesson would have to be enrichment. It was so funny and informative that they all said that a pound of bricks was heavier.
Which is heavier, a pound of feathers or a pound of bricks?
Smart board lesson:
This is the word document
Smartboard text is larger
3+3=_____ is the same as __________+_____________=
6+2=_____ is the same as__________+______________=
1+4=_____ is the same as__________+______________=
7-3= _____is the same as___________+____________=
4-9=_____is the same as__________+__________=
10-5=_____is the same as__________+_________=
6+2=_______is the same as_______+___________=
5+1=________is the same as______+_________=
6+1=________is the same as______+__________=
8-4=________is the same as_______+_______=
5-4=_________is the same as______+________=
7-3=_________is the same as_____+_______=
Connecting Block Examples:
9+5
6+2
3+0 create addition
2-1
11-3
15-8 create subtraction
13-7
18-11 create addition
2-5
6+4
2+3 create subtraction
6+6
LESSON PLAN 2
University of South Alabama
Department of Leadership & Teacher Education
Lesson Plan Format
Name: Heather Pearman Date: November 18, 2010
School: Collier Elementary Grade Level: 4th grade
Teaching Strategy: Whole group/ individual Time Required: 35 min
I. Subject/Content Area
· Mathematics/ Graphing/ Bar Graphs
II. Course of Study
- 17.) 4 Represent numerical data using tables and graphs, including bar graphs, line graphs, and line plots.
III. Concepts
· Count given items
· Tally total items
· Number bar graph
· Plot items
IV. Behavioral Objectives
· TSWBAT count given items while outside on our nature walk while observing
· TSWBAT tally given items on paper using tally marks
· TSWBAT identify best way to number bar graph based on data
· TSWBAT plot total tally marks on the bar graph
V. Evaluation
· The teacher will observe students counting the items on the nature walk
· The teacher will observe students tallying their items as well as assess their tally marks when they turn in their graph.
· The teacher will observer students are numbering their graph correctly by checking their data.
· The teacher will observe students plotting the items on the bar graph and obtain the graph to assess.
VI. Materials –
· Pencil
· Markers
· Graph paper copies
· Hard surface to write on
· Outside environment
VII. Teaching/Learning Procedures
A. Motivation
· This past week you have been learning about graphs and how to fill in the graph. You all have learned how to graph a given set of data, but have any of you ever come up with your own set of data?
· Well, today we are going to go on a “nature walk” and gather your own data to fill out on your own bar graph.
· The purpose for understanding bar graphs and how to graph them is to better understand data and numerical order. The reasoning behind graphing a set of data can be pointless to a student. Allowing them to come up with their own data gives the bar graph purpose.
B. Instructional Procedures
· The teacher will do a review on filling out a bar graph on the smartboard.
· The teacher will use #5 out of the small good questions for math book on pg.100.
· The students will be asked to convert the data into a bar graph.
· The teacher will show the students how to tally their items on their paper.
· The teacher will review the activity with the students prior to beginning.
· The teacher will instruct students to only tally items.
· When students return to classroom they will graph information.
· The teacher will ask if they think all of our data will look the same? Why?
· The teacher will then ask the students to line up quietly with their graph paper, pencil, and a hard surface to write on.
· The teacher will ask what types of people go out to collect data?
· Why do we collect data?
· The students will then be instructed to walk to the gazebo located at the front of the school.
· Students will first be asked to locate the items on their graph check sheet on number them by tally marks.
· We will then continue our nature walk around the entire school.
· The students will walk along the sidewalk periodically stopping to allow students to sit and collect data.
· The students will be looking for the items on their paper and tally marking every time they see an item.
· At the end of our nature walk we will return to the classroom to graph our data on the bar graph.
· How do you know what numbers to use on your bar graph?
· The students will identify how to number their bar graph based on their tally marks
· The students will then draw a bar graph for each item on their paper.
· The students will share their data and compare.
C. Closure
· Today we reviewed how to graph a bar graph and its data.
· We went on a nature hunt and collected our own data by using tally marks. This allowed us to keep track of the number of items we saw. We added our tally marks and were able to graph that number. We then drew a bar graph for each item.
· I hope you all now realize that you all can go out and collect your own data and graph it! It can be done in an organized and fun way for all.
· Tomorrow I want you all to bring in an idea for us to graph and we will vote on the best one to do in or outside of class.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
· Whole group: There will be no early finishers
· Enrichment: Students who desire enrichment will be directed to copies of bar graph activities that allow them to fill the graph out. Students will also be allowed to work on the computer to create a computer generated model of their data if they so choose.
· Remediation: Students who desire remediation will be taken back during small group intervention to work on graphing skills. If they are unable to graph their data properly there is a definite problem due to the amount of time we have been covering this material. We will use examples and work on them together as a group. Students must re-graph their material after working examples correctly.
IX. Professional Reflection
1. Yes, the instructional objectives were met. The students did a wonderful job of tallying items and graphing their data.
2. The students were actively engaged throughout the whole lesson. They were searching for the items, tallying, graphing.
3. I am always altering my instructional plan to fit the needs of my students at that particular time. When I see something is not working I will changing. If something is working well I continue to use it. I was always saying something to spark their interest during the lesson. I told them they were all “math scientists”.
4. I believe a scavenger hunt would have been an interesting additional resource for the students to learn how to graph data on a bar graph.
5. I would like to have more time to do this lesson. I would also have liked to do this nature walk in a park. I think we would have had a more interesting graph. We could have had live animals on the graph. A zoo would be a great place to visit to create a graph.
Name:_________________
Each time you see an item on the list, give it a tally mark.
Bird:
Insect:
Squirrel:
Ant bed:
Bush:
Trash:
Name:___________________
Title: Nature Walk & Bar Graph
Flower Bird Insect Squirrel antbed
