Claflin University School of Education
nal Clinical Practice
Reflective Lesson Plan Model
Name: Jordan Canty Date: 9/8/15
PARTI: PLANNING
Title of Lesson
An original lesson
Source
Subject Area (s) Mathematics
Grade Level 3" grade
Curriculum Standards _| 3.NSBT.S: Compare and order numbers through 999,999 and
represent the comparison using the symbols >, =, or <.
~ Access prior knowledge by as
Description and how to order numbers
Background Information - Write sets of numbers on the board and have them guess which
set is in correct order
= Hand out notecards with different numbers to 10 students in the
class
- Have the select group of students come to the front of the board
and silently get in ascending order according to the number on
their notecard
= Review the order as a class
- Hand out number cutouts (12) to every student and have them
independently place the given numbers in order on their desk
= Students will write down the numbers in ascending and
descending order in their math journals
- The same numbers will also be displayed on Promethean board
so students can refer to that list as well
- Ask students if they understand
= _Ask students what they learned from the lesson
ig students if they already know
Students will be able to accurately order any set of numbers up to six
digits, in both ascending and descending order. 90% of the class will
pass their “Ordering Numbers test with an 80 or higher.
Lesson Objectives
For students having difficulty with ordering numbers, have those
tet students who finish early and understand the concept work with them
omndividuals Needs | (cooperative learning). For those students who have difficulty seeing the
Process: Product: or Eavironmant) | board move up closer; and have most of the lesson written out either on
the promethean board or on the whiteboard for those students who are
Varying Objectives for
Revised Fall 2013 — ACEI/NAEYC 2010 Standardshearing impaired.
‘Students need to know how to place numbers in order because it is
fundamental for basic math content such as addition, subtraction,
multiplication, etc. without the proper understanding of how to order
numbers students will be confused in future math lessons.
Statement of Purpose
Materials:
Materials and Resources ~ Promethean board
- Whiteboard
- 10Number cards
- Computer
= Dry erase marker/ eraser
‘Students:
- Math journals
- Pencils
= (24) 12 set number cards
Hand out 10 cards with numbers on them to a select group of students
(based off behavior and attentiveness). Give the students 3-5 minutes to
order themselves in ascending order without verbally communicating. If
time permits allow them to order themselves in descending order as well.
Anticipatory Set
Part Il: IMPLEMENTATION
[Ask students prior to lesson if they already know how to order numbers. May
also ask them what they already know about ordering numbers and write down
the list on the whiteboard,
Pre-assessment
With the four different sets of numbers students will guess which of the sets is in
the correct order if the numbers are increasing. The teacher will explain why
certain sets aren’t in order, and clear up any confusion.
Teacher Modeling or
Demonstration
The 10 selected students will work together silently to put themselves in
ascending order, according to the assigned number eard. Once they've agreed
‘on the order the rest of the class will interject to say whether they agree or
disagree with the order and why.
Guided Practice
Ask students:
Why is____larger than
Why is__smaller than__?
Is the given set of numbers in ascending ordei
Any questions?
Checking for
Understanding
Descending order?
‘Students will be given 12 individual number cards. Students are then
. responsible for ordering the given numbers in ascending order on their desk,
Independent Practice | and writing down the list in their journal. If time permits students can also
order the cards in descending order.
Revised Fall 2013 — ACEI/NAEYC 2010 StandardsThe teacher will ask the students what they've learned from the lesson that day,
and if they have any confusion with anything taught while passing out their
notecards,
Assessment ae
(Give adescription and attach to | he ~Ordering Numbers” asessment isa il inthe blank worksheet in whieh
lesson plan) students are given a set of numbers and based on the directions must place them
in ascending or descending order.
Students can put any object in order based off oftheir quantity, color, height,
weight, or etc. So although we're dealing more with numbers students can go
hhome and put their toys in order by size or color; or even rocks they find
outside, They can even have their parent/guardian write down a random list of
‘numbers and they ean practice putting it in order.
Extension Activities
‘There are a plethora of interactive activities students can utilize on their free
time at home, There are also songs based on ordering numbers and how todo it
Technology on YouTube. " *
Arts: Have students draw and color several shapes and have them order them
Connection Across the | irri acon, shape, and sizes
Curriculum
1 PAE: Students can play red light/green light based off a ist of numbers. Students
dian! bfon gk iss +«* J can takea certain number of steps towards the finish line based on the order at
ELb be numbers,
Health: Students can simply order foods from the most healthy to least based off
a given set of food items,
PART III: REFLECTION
Student engagement
+ Student understanding
Strengths Interactive activi
Poor timing/rushed
Weaknesses ‘More technology
Next time include a video/song off of the computer, to have more technology
Fesources in lesson, Also time activities in order for the transition to go
smoothly.
Suggestions for
Improvement
Revised 62013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE I A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards