Running head: LESSON PLAN EVALUATION Lesson Plan Evaluation Team Purple Tracy Walsh‚ Laquesha Wilkins‚ Tameka Yancey Grand Canyon University EED 503N- Curriculum & Methods: Mathematics November 24‚ 2010 Lesson Plan Evaluation Many schools require their teachers to follow a specific curriculum and pacing guide as they teach mathematics. The mathematics expectations‚ or standards‚ vary from state to state in the specific concepts addressed‚ the
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To apply Knowledge of fraction‚ decimal and percentage to find equivalents. To be able to work collaboratively as a team Functional Maths: To be able to understand labels of a product when shopping. Success Criteria (Learning Outcome) Identify the process of finding equivalents Follow the process of finding equivalents Decide which calculations are needed; Show working out. Write answer clearly. Connection to prior learning – link to SoW(unit of work) In the previous lessons‚ students should have
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Fraction (mathematics) A fraction (from Latin: fractus‚ "broken") represents a part of a whole or‚ more generally‚ any number of equal parts. When spoken in everyday English‚ a fraction describes how many parts of a certain size there are‚ for example‚ one-half‚ eight-fifths‚ three-quarters. A common‚ vulgar‚ or simple fraction (examples: \tfrac{1}{2} and 17/3) consists of an integer numerator‚ displayed above a line (or before a slash)‚ and a non-zero integer denominator‚ displayed below (or after)
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Fraction Lesson Plan Introduction • Fractions—Introduction to Writing Fractions • 30 Minutes • Math 3.3-The student will a. name and write fractions (including mixed numbers) represented by a model; • English 3.8- The student will write legibly in cursive. Learning Objectives Students will: • Draw equal fractional parts • Write fractions using part of a set model • Create their own fractions using manipulatives Teaching Sequence
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Multiplication Facts 0 - 12 worksheet A Name_____________________________ Date _____________ Score ______/100 Minute Marker 1 2 3 4 5 Multiplication Facts 0 - 12 Five minute timed drill with 100 problems. 4 × 4 6 × 3 7 × 4 0 × 0 2 × 2 7 × 1 5 × 3 2 × 1 10 × 7 9 × 1 8 × 0 12 × 6 11 × 5 10 × 8 3 × 1 11 × 9 5 × 2 3 × 3 12 × 4 10 × 1 10 × 10 12 × 0 10 × 2 9 × 7 11 × 8 4 × 3 10 × 5
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Lesson plan Class : Year 2 Rosmah Time : 10.15-11.00 am. Date : 9th June 2013 Focus skills : Listening and speaking Other skill : Writing Theme : World of knowledge Topics : Hooray! We are back Teaching aids: Recording‚ picture cards‚ sentence strips‚ CONTENT STANDARD: By the end of 6-Year schooling students should be able to: 1.1 Pronounce words and speak confidently with the correct stress‚ rhythm
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DIRECT INSTRUCTION LESSON PLAN (Case Study 4.2 Lesson Plan) Sample 1 Subject Area: Math Specific Content: Improper fractions and equivalent mixed numbers Grade Level: 6th Grade Length of Lesson: 30 minutes Instructional Objective(s): The learner will write any improper fraction as a mixed number. State Content Standard / Benchmark / Grade Level Expectations: Math – Patterns‚ Relationships‚ and Functions Content Standard: Students describe the relationships among
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In Lacsap’s Fractions‚ when looking for a general pattern for the numerator‚ it can be noted that it does not increase linearly but exponentially. Numerators are 3‚6‚10‚ and 15‚ each preceding numerator added by one plus the row number. Using this general statement it can be concluded that the numerator in the 6th row is 21 (15+6)‚ and 28 for the 7th. Generating a Statement for the Numerator: To generate an equation for the numerator of the fraction‚ the fraction data must be organized and
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Lesson Plan | Teacher Candidate:Carl Huber | Course:SED 380 | School: | Grade:2nd grade | Subject(s): Math | Total # ofStudents: | # Students with IEP’S: | Observed by: | Date and Time: | Lesson Summary (Purpose and Connection to Previous and Future Learning): The students have been working on count different variations of money using cents and dollar bills. In the next couple of classes the students
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Exploring Decimals Activity 1: FINDING DECIMAL EQUIVALENTS In the course of converting fractions to their decimal equivalents‚ you should have observed the following: Some fractions convert to terminating decimals; others‚ to repeating decimals. In some fractions that convert to a repeating decimal‚ the digits begin repeating immediately; in others‚ one or more digits appear between the decimal point and the repetend. In this activity‚ you will investigate the answers to the following questions:
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