EDUC 450: Professional Clinical PracticeReflective Lesson Plan Model

Name: Jessica McCrea Date: March 17, 2014

PART I: PLANNING

Title of LessonComparing Numbers with >, < and =

Source

Is this lesson original idea? If not, from what source did I borrow this lesson?

This lesson was created by the First Grade Team at Sheridan Elementary.

Subject Area (s)Math

Grade Level1st

Curriculum Standards

1NBT.3 Compare two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Description and Background Information

Describe the lesson’s activities and content to provide a clear overview of the lesson.

During this lesson, the teacher see what students already know by asking students what patterns do they notice when analyzing a hundreds chart (possible response: numbers get larger as you move from left to right). Together, the teacher and students will choose random numbers from the hundreds chart and determine which numbers are less than, greater than or equal to. This step will be repeated and questioning will be used to check for understanding. Students will be asked to notice how the tens and ones are used when determining which number is greater or the least. Students will complete pages 307-308 in their math magazines with the teacher as guided practice. For independent practice, students will complete pages 309-310 using the strategies that were used during guided practice. As a closure, the students and teacher will review the independent practice after all math magazines have been collected.

Lesson Objectives What will students be able to do at the conclusion of this lesson? Make sure that your objective(s) are measurable.

Students will be able to compare two digit numbers based on meanings of the tens and ones digits using >, =, and < with 70% accuracy.

Varying Objectives for Individuals Needs

How will I vary these objectives for students who do not understand the material?How will I vary these objectives for students who have already mastered the concept?How will I vary these objectives for students who are presently learning English?

For students who do not understand the material and are presently learning English, visuals and vivid examples will be given to help illustrate the content. If additional assistance is needed, the teacher will pull the ELLs for small group math intervention. For students who have already mastered the content and/or completed assignments early, they will be given a game worksheet on the topic to play with a partner.

Statement of Purpose

Why is it important for the students to learn this content?

It is important for the students to learn this content because this information will be needed in order to order numbers in the next math lesson and future lessons to come.

Materials and ResourcesWhat materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? What will the students need? What other resources are needed? Will you use resource speakers?

The students will need pencils, hundreds chart and a math magazine pages . The teacher will need a teacher’s edition for topic 9 lesson 3, EnVision math software, red pen, laptop, projector and smartboard.

Anticipatory Set What will you do to motivate the students and get their attention? What is the “hook” that will serve as a focus for the lesson’s activities?

To hook, motivate and get students’ attention, the teacher read to students the story “The Store Needs More”. This story will prepare students for the lesson.

Part II: IMPLEMENTATION

Pre-assessmentHow will I find out what students already know about this topic?

To find out what students already know about hundreds charts, the teacher will ask students to determine if 56 is less than, greater than, or equal to 68.

Teacher Modeling or Demonstration

What will I do to show students what is expected?

To show what is expected of students, the teacher will model the step analyzing the tens and ones digits of each number to determine which number is greater than, less than or equal to another number. For example, the teacher will select the numbers 45 and 23; the teacher will tell students to look at the tens digits (4 and 2); we know that 4 tens is greater than 2 tens, therefore 45 is greater than 23.

Guided PracticeWhat will we do together as they learn how to succeed at the new task?

Together, the teacher and students will use a hundreds chart to pick numbers and determine whether two numbers are less than, greater than or equal to each other. This step will be repeated and questioning will be used to check for understanding. Students will be asked to notice how numbers change on the chart. Students will complete pages 307-308 in their math magazines with the teacher as guided practice.

Checking for UnderstandingWhat questions will you ask to determine if students understand so far? What techniques or strategies will be used to determine if students understand so far?

To determine if students understand so far, the teacher will ask students the following questions:

- What do you notice about the tens digits? Ones digits?- What does the value of each digit represent?- Are the numbers less than, greater than or equal to?

Techniques that will be used throughout the lesson are scaffolding and questioning.

Independent Practice

What will students do by themselves to show that they have internalized the knowledge?

The students will complete pages 309-310 using the strategies that were used during guided practice.

ClosureHow will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

To conclude and wrap up the lesson, all student math magazines will be collected and the class will review the independent practice. Students will be allowed time to reflect on what they have learned.

Assessment(attach to lesson plan)

What will students do to demonstrate what they have learned?

To demonstrate what students have learned, the teacher will tell students to create three math sentences using the >, =, and < signs. Students will be directed to briefly write down how they came to their answer about which comparison sign to use. (Informal)

Extension Activities What can students do at home or in the classroom to apply the knowledge or skills? How could you use your colleagues or community agencies to improve student performance?

In the classroom, students can collect data on each other’s ages and discuss which ages are greater than, less than or equal to each other. From this, students will notice that some ages are less, greater or equal to other students’ ages in the classroom. To improve student performance, the teacher could a invite a banker to discuss money and relate money to compare if pretend bank accounts have balances that are less than, greater than or equal to each other.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

To assist students with learning the content and enhance delivery and comprehension, the teacher will use EnVision Math software and the smartboard throughout the lesson.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

The Arts: Students will draw a picture of an item of their choice that represent a math problem using greater than, less than or equal to.

Health: Students will be presented the following word problem: If Jane had 46 healthy food snacks and Jack had 46 healthy food snacks, is the number of healthy food snacks that Jane and Jack have greater than, less than or equal to each other?

Physical Education: The students will do 5 jumping jacks and the teacher will to 7. The teacher will ask students to create a math sentence using 5 and 7 using <, > or =. SS: Students will create a math sentence and solve a word problem using the number of US Presidents. For example, if Abraham Lincoln was the 16th president and Andrew Johnson was the 17th president, which president number is greater, the 16th or 17th? Students must create a math sentence using <, >, or =.

Science: Students will answer the following problem: If plant A needs 12 hours of sunlight for photosynthesis (definition will the given) and plant B needs 15, which flower need more hours of sunlight? Students must create a math sentence using <, >, or =.

ELA: Students will use their phonics skill to decode the words from the word problems mentioned above.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and classroom management.Describe the strengths of student engagement.

The strengths of my instructional techniques/strategies were my ability to vary the objectives and use scaffolding for my ELLs as well as those students who need extra assistance. This part of my instructional planning made the content easier to comprehend. A strength of my classroom management was utilized by the behavior chart. Students are aware of the expectations and consequences. Student was engagement was good. For the most part, the majority of the students participated throughout the lesson, while a few decided not to do the right thing.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

A weakness in my instructional techniques, strategies, classroom management and student engagement appeared when I noticed the students became restless near the end of the lesson. Students began to focus their attention on other things, did not participate as much as the usually do and I had to refer to the classroom rules more than once. To help resolve this issue, I will allow time for students to stretch in between the guided and independent practice.

Suggestions for Improvement

What would you change when teaching this lesson again?

When teaching this lesson again, I would include some type of word problem relevant to the lesson that used some of the students’ names. I believe this will make students more interested and invite them to take ownership of their work and what they are learning.

Revised 6-2013

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