Sei sulla pagina 1di 8

Lesson Plan Template ED 3501 (Version C)



ade Level

ED 3501


Math Curriculum


October 2, 2014
20 Minutes
Melissa Gough

Students will:
1. Apply the achievement indicators from the Math Program of Studies
2. Identify similiarities and differences between their own majors curriculum
and the Math curriculum.
Student discussion about achievement indicators
Key Questions:
What are ways to assess activities made with the
achievement indicators? What types of things can
students measure? What can students measure with?
Products/Performa Handouts, Exit Slips
Alberta Program of Studies
GLO Handout
Achievement Indicator Handout
Venn Diagram Handout
Strand and Goals Poster
Posterboard Calendar
Overview Handout
Sticky Notes
4 Different colored markers
2 Whiteboard markers
Attention Grabber
Funny joke on the board.
You are 1/cos .. You are sec .. Sexy get
Assessment of
So before we get started, I just want to you
Prior Knowledge
guys to take a look at the Math Match-Up
handout. Grab a marker from the middle,
and fill in the box beside Original Color.
2.5 min
Ill give you about 1 minute to match up
the different units with the GLOs. Dont
worry if you dont know them all, just take
your best guess. We will come back to
these at the end of the lesson.
Expectations for
By the end of my lesson, I want you guys
Learning and
to be able to spot some similarities and
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)



Transition to Body

Learning Activity

differences between your major and the

math program of studies, so while Im
talking try to recall some things about your
own program.
Today, Ill be focusing on one section of
curriculum. First we will go over the goals
of the math curriculum and the strands
and different GLOs.
Well take a look back are your matching to
see if you want to make any revisions, or if
you have questions about the structure of
the curriculum.
Afterwards, Ill show you a great resource
that the program of studies for math
offers, and then we will wrap up with any
similiarities and differences amongst your
guys majors and math.
If you have any questions throughout,
dont hesitate to ask!
Lets get started! Can anyone think of
ways that the math curriculum might be
set up?
EXPLAIN: The math curriculum is set up in 3
sections: k-9, 10-12, and math 31. Today we
are just focusing on the K-9 curriculum, which
has 6 main goals for students:
o We want them the be able to use math
confidently and solve problems
o To be able to communicate and reason
o HOPEFULLY they will appreciate and
value the importance of math
o We want them to make connections
between math and applications
o To commit to lifelong learning
o And finally, to become mathematically
literate adults.
Additionally, the curriculum is separated into 4
main strands:
o Patterns and Relations, which includes
patterns, and variables and equations
o Statistics and Probabilities, which
includes data analysis, and chance and
o Shapes and space, which includes
measurement, 3D and 2D objects, and

Adapted from a template created by Dr. K. Roscoe

1 min


Lesson Plan Template ED 3501 (Version C)

Learning Activity

transformations, which is just changing

the position of a shape on a graph
o And Number Sense, which is mainly the
ability for students to count.
The units in each strand arent taught at every
grade level, for example chance and
uncertainty isnt taught until grade 5. But all
strands and all general learning objectives are
the same for each grade that includes that
strand in the curriculum.
Referring back to the handout you did at the
beginning of the class, grab a new colored
marker and fill in the Revised Color box at
the top of the page.
Now, with your new knowledge of the Math
curriculum, look over your answers and use
your new color to revise any of your
Once you a finished, please place your hands
together on top of your desk until everyone is
Collect handout to see how much students
EXPLAIN: Since we have gone over the
curriculum for K-9, I wanted to show you guys
something that I thought it would be fun to
look at. On the math program of studies
website, there is a sub heading for
Achievement Indicators.
Achievement indicators are also known as
guides to implementation in other majors, but
for those of you who havent heard of either
they are ways to ensure that you meet the
SLOs for your curriculum.
If you look at page two in your handout, you
will see a print out of the grade 2 achievement
indicators for the measurement.
Here, I have an example of how I applied the
first achievement indicator of Relate the
number of days to a week and the number of
months to a year in a problem-solving
My idea was that I would have a calendar at
the front of the class, and everyday we would
do a calendar session.
One thing to notice is that although the

Adapted from a template created by Dr. K. Roscoe


Lesson Plan Template ED 3501 (Version C)


Learning Activity


achievement indicators give us great ideas for

how to assess whether the SLOs have been
met, it is still under the responsibility of the
teacher to develop the activities.
Lets take a look at the second SLO, Relate
the size of a unit of measure to the number of
units (limited to nonstandard units) used to
measure length and mass (weight).
ASK: Do you guys have any ideas for how we
might use the achievement indicators on
there to develop our own lesson plans?
o So lets think together for a minute,
what are non standard units of
o What are some items that we could
have the students measure?
o What kind of theme or lesson could you
develop around that?
If students are really struggling to come up
with any type of activities, show them the
micro teacher from ED 2500 on non standard
units of measurement.
KEEP IN MIND: Lessons must be able to be
properly assessed, so it is important that the
examples the students give you can be properly
Listen to discussion, try to direct it towards
properly assessing students without traditional
methods (testing)
Key Question: How would you assess this
Finally, since we have gone through the
curriculum, and youve seen most of what the
K-9 curriculum has to offer, I want you to take
30 seconds to think of any similiarities or
differences between your own major, and
write them down on your venn diagram.
After the 30 seconds, we will discuss the
similiarities between each of your majors so
everyone can see how each major relates to

Adapted from a template created by Dr. K. Roscoe


Lesson Plan Template ED 3501 (Version C)

Assessment of
Feedback From

Feedback To

Transition To Next

Reflections from
the lesson

Does anyone have any questions, or anything
they are confused about?
Exit Slips
Each student will be given a sticky note.
2 stars and a wish!
o 2 things that you thought were good
about the presentation, and 1 thing you
wish I would have done differently.
Thanks for listening! I know the math program
of studies is dry for most of you, but I really
appreciate you keeping an open mind and
Although we didnt have enough time to cover
the 10-12 and Math 31 curriculums today,
there is a section in your overview handout
that provides a bit of insight into the
outcomes and expectations for that course.



For my presentation, I began with a joke on the whiteboard. I

didnt really expect anyone to get it, but once I explained it
everyone thought it was funny (I hope).
You are 1/cos(c).
You are sec(c).
You are sexy!
(since 1/cos(x) = sec(x). Get it?!)
I thought it was perfect for giving off the vibe of the lame
math teacher who thinks their math jokes are funny, which
definetly worked. I handed out the overview at the beginning
of the lesson, and from there I started with a bit of a preassessment to see where everyone thought they were at with
the curriculum. I handed out the GLO matching handouts and
gave students about 1 minute 1.5 minutes to complete.
Afterwards, I got them to flip the sheet over as soon as they
were done and let them know we would get back to it
afterwards. Then I went into a very brief overview of the K-9
GLOs and strands. Not many students had any questions,
and I had a poster board with all the strands and goals of the
math curriculum for the visual learners. After we went over
them together, I got students to flip over their matching
sheets and revise any of the matches they think they got
wrong and then we went over the answers together. I think
this would definitely be the activity I changed because I felt it
was a bit redundant. Even though the students got to go over
their answers again and make any changes, it seemed that
no one really needed to change their answers. Initially, I

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

didnt want to make the handout to difficult because I wanted

the students to finish it in the allotted time, but looking back I
think I would use SLOs instead to challenge the students a bit
more. The GLOs were very obvious because most of them
contain the names of the strands within them.
After the GLO handout, I dove right into telling the students
about one of the great resources of the math curriculum, the
Achievement Indicators. This was my favorite activity
because I think the Achievement Indicators are an excellent
resource. I brought in a sample of my take on one of the
achievement indicators, and then asked the students to come
up with a bit of their own ideas. I felt this was a bit of a
struggle for the students because they all were very quiet
and didnt have much input. I thought that one of my
strengths during this lesson was my directing questions,
because that it was sparked a discussion. I asked the students
what types of things they would ask their own students to use
for non standard units of measurement, and what types of
things they would measure. From there we thought about how
to do fun activities with the kids to get them more involved. I
had a back up resource, a lesson plan from my ed 2500
practicum, just in case they had difficulties coming up with
ideas. I showed them the activity and explained it, but then
went into further detail about how we could assess this type
of activity and ensure students are actually meeting the
objectives. It was great because all of the students had their
own ways of assessing their class and it was a really good
Lastly, after going over everything I asked the students to fill
in some similiarities and differences between the math
program of studies and their own program of studies, and
then we discussed them together. This turned out to be an
awesome activity because everyone started to mesh in what
they had learned about from other majors. Even though I was
meeting my own objectives about having the students notice
similiarities and differences between their own majors, but
the students actually started pointing out similiarities and
differences between the majors from presentations they had
already seen that day. It was great to see the connection of
learning between all of the majors and their programs of
studies, and then we got into a bit of discussion about how
many of the program of studies are the same, just having
their own kind of flare.
Lastly, I got the students to fill out 2 stars and a wish about
my presentation, which I would take out completely. It was an
unnecessary part of my lesson because the students filled out
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

the feedback sheets anyways, so it was just more time I could

have used for something else.
Overall, I felt that my lesson plan went okay. One of the
things noted by every student was my failure to even address
the overview handout. While planning my lesson, I made the
choice to exclude the overview handout from my lesson plan.
I made this decision because I felt that the overview handout
was more of a resource for the students to look over
afterwards if they had further questions, and that I could
provide them with the information I thought was relevant.
Looking back now, I definetly would have taken the extra time
from the 2 stars and a wish, and dedicated that to explaining
the overview handout. The overview handout was a bit hard
to navigate through, and I think pointing out a few key things
would have helped my students more.
Another thing pointed out by one of the students was my
failure to provide information about why math is relevant. I
dont know why I didnt even think about including something
like this, I guess I was just under the ignorant assumption that
teachers know math is important. Now I know that I really
should have focused on something like this. Most people in
my group mentioned that they hated math, and I wish I would
have included some things about math that make it so
important, and also ways to make it more fun. That way,
when teachers go into their PS1 practicum, they are able to
take the enthusiasm from what I showed them to their
students, instead of being intimidated by math.
When I thought back on my lesson plan the day after, I
thought it went pretty well, but now that I have had the time
to look over every activity and analyze their effectiveness I
definetly think I could have taken more time on other things. I
think from now on, I will focus more on the needs and
interests of my students, rather then what I think is best for
them. It feels a bit embarrassing to say that because initially,
I thought that was what I was doing. Looking back now, I feel
that the activities I chose for my students were more because
I thought they were great and wanted to share that with
them, rather then focusing on the things that my students
would have liked to see in the lesson.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)


Adapted from a template created by Dr. K. Roscoe