WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Jonathan Scott Stalnaker Date: September 3, 2014

School: West Virginia State University Grade/Subject: Post-Secondary/Teaching Math
Unit Topic: Enrichment Unit Lesson 1 Lesson 2 Lesson 3 (circle one)
Lesson Topic: Digits Problem Revisited

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will evaluate problems involving the digits of a number using linear equations.
2. Students will analyze and justify a mathematical fact about the nature of certain numbers.

WV CSOS
M. O. 8. 2. 1. Use a variety of strategies to solve one and two-step linear equations and inequalities with
rational solutions; defend the selection of the strategy; graph the solutions and justify the reasonableness
of the solution.
M. O. 8. 2. 4. Use systems of linear equations to analyze situations and solve problems.

NATIONAL STANDARDS
CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.
CCSS.Math.Content.8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.

MANAGEMENT FRAMEWORK
Overall Time: 50 minutes
Time Frame: 20 minutes Pre-Assessment, Teacher Introduction, and Demonstration
20 minutes Cooperative activity
10 minutes Recap, Post Assessment, and Closure


STRATEGIES
Teacher-led class discussion, class group activities, teacher modeling, individual/group practice, base line
testing, and guided instruction, scaffolding.

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Give students who learn better by observing the process, then writing it down afterwards, extra time to
copy notes. Heterogeneous grouping of students and displaying the material for all learners: visual,
hands-on, and auditory. Have braille calculators for blind students and laptop so work can be completed.
Advanced Organizer

PROCEDURES
Introduction/ Lesson Set
Administer pre-test (post-test to follow at end of unit)
Tell students we will be working with digit problems
Open discussion about what students already know about digit problems

Body & Transitions
*Part One
PowerPoint/Notes
Definition and explanation of digit problems.
Advanced Organizer Examples
*Part Two
Learn the mathematical representation of digit problems.
Advanced Organizer Ex. 1 and Ex. 2
*Part Three
PowerPoint/Notes
Learn the formulas for finding the sequence of digit problems.
Advanced Organizer Ex. 3 and Ex. 4
*Part Four
In-class worksheet involving digit problems
*Part Five
Walk around and answer any questions
Closure
Post Assessment
Recap what we have learned
Resolve any unclear problems

ASSESSMENT
Diagnostic: Asking what students know about area of various shapes and composite figures and
circumference of circles. Pre-test.
Formative: Questioning throughout lesson and whole class examples, walking around the room during
individual practice. Worksheets and homework will also be a formative assessment.
Summative: Recapping what we have learned at the end of class, Post-test at end of unit

MATERIALS
Whiteboard, markers, computer, PowerPoint, erasers, Pre-Algebra book, simple calculator, and ELMO

EXTENDED ACTIVITIES
If Student Finishes Early: Discussion of different digit problems.
If Lesson Finishes Early: Calculator Activity
If Technology Fails: Use books instead of PowerPoint


Lesson Plan Reflection
Planning

I constructed the lesson to be teacher-centered, but I soon realized that it should be student-
centered. I designed the lesson for the students to interact with different kinds of digit problems. I know
the textbook should not be the only source of information, but when it comes to mathematics the
textbooks are designed to present the material in a structured manner. The textbook starts with the
foundation and moves up increasing with difficulty. Also, the lesson was designed for students to have
peer learning. I feel peer learning is where active learning is most prevalent.
Student Response

The students responded to the lesson with eagerness to learn more. Even though this class is an
advanced class and the students are well familiar with the topic of Mathematics, they seemed to want to
know more. The students activity of finding the use of digit problems was a success. The students
response was evident while they were working on their in-class worksheet. I examined their
comprehension from walking around the room and looking at their work. Their eagerness to learn the
concepts is exceptional. Overall, the students response to material/lesson was a success.

Strategies

The strategies that I used were adopted from every math teacher that I have ever had. Each one
of them had great techniques to implement the transfer of knowledge. I adopted Mrs. Caldwells
technique of counting to three if the students get unruly. 1 and 2 are warnings. If the students get loud
after 2, then I assign them more work to do. I learned techniques to help with transitions from one task to
another. Through this observation, I learned how to become more of an authority figure. I used hands-on
learning with the students to help demonstrate how digit problems are solved. The main strategy that I
learned was to use my tone of voice to get the students in-line. If I dont assert my authority and Im too
nice, then the students will walk all over me. I can feel the transition from being a student to becoming
the teacher.

Assessment

I administered a pre-test or diagnostic test at the beginning of the lesson to gauge the students
knowledge of material before presenting it. I used the results to make calculations (data-based decision
making) to determine which of the material needs to be skimmed over and which needs through
instruction. After the lesson, I hand out an in-class worksheet involving the material that was taught. I
made a formative assessment by walking around the room and observing the students work on the
worksheet. I plan to administer the post-test or summative assessment at the conclusion of the unit.