The following are excerpts from my lesson plans throughout my math unit of PSI.

Within the
first week there were many learning styles that became apparent. Tactics ranged from games to
other dynamic activities, and even music videos about concepts. I have chosen a few to show the
spectrum of styles of teaching.
This goal connected to KSA 1 and 5. My formative assessments helped me assess variables to
change my teaching style based on context. KSA 5 was addressed by changing the styles of
teaching used to aid students learning styles.

November 16- First Math Lesson: 2-D and 3-D Geometry

Learning Activity #1 Introduction to the terms vertical and horizontal:

Horizontal-line or edge of an object that goes straight across. Give
the example of the horizon
Vertical- lines or edges that go straight up or down. Give the
examples of measuring jumping distance. When basketball players
jump, the measurement is called a vertical
Diagonal-any line that does not go straight left to right or straight up
and down
Tic-Tac-Toe
Show slides-Where would you place X to win horizontally?
Where would you put O to win vertically?
Where would you put X to win diagonally?

November 21: Famous Structures

For this lesson students were instructed to find famous structures and identify a variety of faces
and edges for parallel, perpendicular, and intersecting lines. I used technology (laptops) to add
variety to the lesson.
Learning Activity #1 Introduction of assignment:
Hand out the assignment Famous Structures
Walk through the assignment with the class.
Divide students into groups of four
Groups will pick a structure at random out of a hat
When I say go, each group go grab a laptop from the cart. One at a
time
If you finish early, I will hand out a Sudoku puzzle to complete until
all groups are finished.
Closure
Consolidation of Slides will be presented with each of the structures on them. Students that
Learning: chose each one will talk about what geometric figures they found. The rest of
the class will also ask if there is any others that they missed.

November 29: Categorizing Quadrilaterals

This lesson was again dynamic in that we used food as another tactic for dynamic learning.

Learning Activity #3 Making quadrilaterals with snacks

 The final task for the day will be designing quadrilaterals with pretzel sticks
and marshmallows. Each table will be assigned all 5 quadrilaterals to make.
After they are done, they can eat the snacks.
Teacher Notes: Assessments/ If students finish this quickly, they will be asked to make 3-D objects until
Differentiation class is over.
December 6: Introduction to Reflections
By this point in practicum, I found that my students did well with dynamic exercises. I tried to
implement them whenever possible. To differentiate for those that were speedy workers, I
utilized sponge activities that my TA had in place for her class.

Learning Activity #3 Reflection Drawing

Have students get out a piece of paper, and draw a line horizontally and
vertically down the middle. Explain that the vertical line will act as the line of
reflection.
I will come around and hand out 3 blocks to each of you. You must make a
pattern with the three blocks on the line of reflection. Trace them, and then
use your transparent mirror to draw in the reflection. Make another shape on
the second half of the page. When you are done, put your name on it and hand
it in. After this you can have time to do sudoku or kakooma.

December 11: Introduction to Rotation

This lesson used visual aids and hands-on tools to give students a better idea of the concepts
being taught.

Attention Grabber Lets look at the slides. What are these photos showing?
Who knows what this is? (Show photo of Ferris wheel)
What about this? (Show windmill)
What do they do?

Assessment of Prior
Knowledge
Expectations for
Learning and Behavior
Advance
Organizer/Agenda
Transition to Body
Checking for recognition of reflection and translation will act as the
assessment.
Raising hands to answer questions is a must. There should be no distractions
out when activities are being done.
Anchor chart with the terms will be displayed in the classroom.
This is our LAST concept we have to learn-Rotation!

Learning Activity #1
Learning Activity #2
Body
Notes:
A copy of the notes will be handed out. There will be multiple blanks that will
be filled in. This will keep class flowing and students engaged.
BLOCKS:
Helpers will hand out sheets of Grid paper
Each row will come up to grab blocks and go back to their desks.
Students will be instructed to take out a ruler and draw a vertical line down
the center and a horizontal line through the center of the vertical line so that
each line up with a line (not the squares themselves) The teacher will show
them on the ipad projector.

We are going to do a matching game. I will make a design with the blocks.
 The first several will be to review reflection and translation. Once those have
been covered, we will move on to rotation.
Everyone will use their blocks to make a rotation of the image.
We will start easy with one block, then move to two, three, and four.
The teacher will show the results on the board and tell students to do a
turn, turn, or turn.
When the teacher makes each design projected, they will instruct students to
raise their hand when they think they have done the rotation.
Circle the room while students are working and check those that have hands
raised.

After a few have been done, If students want to try making their own, they
can come up to the projector and create one for the class to try.

Teacher Notes: Assessments/ If some students are not comfortable with more blocks, they will be asked to
Differentiation just try of the blocks displayed of the four when trying harder designs.