One of the most important components of a lesson plan is the instructional strategies used to deliver the lesson. There are numerous, research-based instructional strategies to use when introducing a new concept in mathematics. The instructional strategies chosen for math should help to create engagement and motivation with students.
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This lesson plan will focus in the content area of number and operations.
Part 1: Number and Operations Lesson Plan
For this assignment, select a K-8 grade level and a state standard in the area of number and operations and use the “COE Lesson Plan Template” to design an original lesson plan. Be sure to write appropriate learning objectives and explore research-based instructional strategies that encourage elementary students’ development in learning, connecting, and applying major concepts and principles from mathematics as you are preparing your lesson plan.
Use the “Class Profile” to differentiate to meet the diverse needs of students.
Part 2: Rationale
In 250-500 words, provide a rationale explaining why you chose the specific instructional strategies for your lesson plan. How did your chosen research-based instructional strategies align to what was measured in the learning objectives? How did the instructional strategies you chose promote student engagement and motivation in mathematics? Explain how you identified opportunities to use digital tools or resources in teaching major mathematical concepts and real-world problem solving.
Support your findings with at least two scholarly resources.
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| ELM-560 |
ELM-560-O500 |
Number and Operations Lesson Plan |
80.0 |
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
| Content |
100.0% |
| COE Lesson Plan Template |
| 20.0% |
|
|
|
| Not addressed. |
Uses the COE Lesson Plan Template and Class Profile. Lesson plan components are missing or are inadequately addressed. |
Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are addressed. Details are minimal or irrelevant. |
Uses the COE Lesson Plan Template and Class profile. All lesson plan components are clearly addressed in the design of an original lesson plan. |
Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are fully and thoroughly addressed in the design of a thoughtful and original lesson plan. |
| Instructional Strategies |
30.0% |
Not addressed.
Lesson plan includes instructional strategies that are scarce in detail, vague, or incomplete. Evidence of research of instructional strategies, or alignment to objectives is deficient. The instructional strategies are inappropriate, or provide inadequate support for student engagement and motivation. Traditional and technology-enhanced activities are unclear or ambiguous. |
Lesson plan includes instructional strategies. Evidence of research of instructional strategies, or alignment to objectives is limited. The appropriateness of the instructional strategies is questionable. The chosen strategies provide minimal support for student engagement and motivation. Traditional and technology-enhanced activities are minimal or irrelevant. |
Lesson plan includes research-based instructional strategies that align to the learning objectives in the area of numbers and operations. Strategies are appropriate for introducing a new concept in mathematics. The chosen strategies help create student engagement and motivation. Both traditional and technology-enhanced activities are included. |
Lesson plan includes well-thought out, research-based instructional strategies that skillfully align to the learning objectives in the area of numbers and operations. Strategies are clearly appropriate for introducing a new concept in mathematics. The chosen strategies insightfully help create student engagement and motivation. Both traditional and technology-enhanced activities are included and well-defined. |
| Rationale |
20.0% Not addressed.
Rationale includes a vague reasoning for the chosen instructional strategies. Lacks an explanation of the alignment of strategies and objectives, or promotion of student engagement and motivation. Provides an an inadequate or ambiguous description of the use of digital tools or resources in the instruction of mathematics. Support with scholarly resources is missing or scarce. |
Rationale includes a brief reasoning for the chosen instructional strategies. Addresses minimally alignment, student engagement, and motivation. Provides a short description of the use of digital tools or resources in the instruction of mathematics. Provides scholarly resources of marginal relevance. |
Rationale includes a reasoning for the chosen instructional strategies. Explains the alignment of strategies and learning objectives, and the promotion of student engagement and motivation in mathematics. Describes the identification and integration of digital tools or resources into the instruction of mathematics. Provides support with scholarly resources. |
Rationale includes a substantial reasoning for the chosen instructional strategies. Explains, with specifics, the alignment of strategies and learning objectives, and the promotion of student engagement and motivation in mathematics. Describes, in detail, the identification and integration of digital tools or resources into the instruction of mathematics. Provides strong support with relevant and valid scholarly resources. |
| Research Citations and Format |
| 15.0% |
Not addressed.
Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. |
Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. |
All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. |
All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
15.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
Class Profile
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Arturo Yes
Low
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Hispanic Male No
Tier 2 RTI for
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One year
below grade
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At grade level Med No
Bertie No
Low
SES
Asian Female No None
Grade
level
One year
above grade
level
At grade level
Low Yes
Beryl No
Mid
SES
White Female No
NOTE: School
does not have
gifted program
Grade
level
Two years
above grade
level
At grade level
Med Yes
Brandie No
Low
SES
White Female No
Tier 2 RTI for
Math
Grade
level
At
grade level
One year
below grade
level
Low No
Dessie No
Mid
SES
White Female No
Tier 2 RTI for
Math
Grade
level
Grade level
One year
below grade
level
Med Yes
Diana Yes
Low
SES
White Female No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
Donnie No
Mid
SES
African
American
Female No Hearing Aids
Grade
level
At grade level At grade level Med Yes
Eduardo Yes
Low
SES
Hispanic Male No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level Low No
Emma No
Mid
SES
White Female No None
Grade
level
At grade level At grade level Low Yes
Enrique No
Low
SES
Hispanic Male No
Tier 2 RTI for
Reading
One year
above
grade level
One year
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At grade level Low No
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Fatma Yes
Low
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White Female No
Tier 2 RTI for
Reading
Grade
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One year
below grade
level
One year
above grade
level
Low Yes
Frances No
Mid
SES
White Female No Diabetic
Grade
level
At grade level
At grade level Med Yes
Francesca No
Low
SES
White Female No None
Grade
level
At grade level At grade level High No
Fredrick No
Low
SES
White Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
One year
above
grade level
Two years
below grade
level
Two years
below grade
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Very
High
No
Ines No
Low
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Learning
Disabled
Tier 2 RTI for
Math
Grade
level
One year
below grade
level
One year
below grade
level
Low No
Jade No
Mid
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African
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Female No None
Grade
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At grade level
One year
above grade
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High Yes
Kent No
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White Male
Emotion-
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Disabled
None
Grade
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At grade level
One year
above grade
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Med Yes
Lolita No
Mid
SES
Native
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Pacific
Islander
Female No None
Grade
level
At grade level At grade level Med Yes
Maria No
Mid
SES
Hispanic Female No
NOTE: School
does not have
gifted program
Grade
level
At grade level
Two years
above grade
level
Low Yes
Mason No
Low
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White Male No None
Grade
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At grade level At grade level Med Yes
Nick No
Low
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White Male No None
Grade
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One year
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At grade level Med No
Noah No
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Grade
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One year
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At grade level Med Med
Sophia No
Mid
SES
White Female No None
Grade
level
At grade level At grade level Med Yes
Stuart No
Mid
SES
White Male No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level Med Yes
Terrence No
Mid
SES
White Male No None
Grade
level
At grade level At grade level Med Yes
Wade No
Mid
SES
White Male No None
Grade
level
At grade level
One year
above grade
level
Med Yes
Wayne No
High
SES
White Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level
High Yes
Wendell No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
Two years
below grade
level
Med Yes
Yung No
Mid
SES
Asian Male No
NOTE: School
does not have
gifted program
One year
below
grade level
Two years
above grade
level
Two years
above grade
level
Low Yes
LESSONPLAN TEMPLATE
Section 1: Lesson Preparation
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Teacher Candidate Name:
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Grade Level:
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Date:
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Unit/Subject:
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Instructional Plan Title:
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Lesson Summary and Focus:
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In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
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Classroom and Student Factors/Grouping:
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Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
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National/State Learning Standards:
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Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
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Specific Learning Target(s)/Objectives:
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Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
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What action verb will be measured during instruction/assessment
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What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
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Academic Language
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In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
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Resources, Materials, Equipment, and Technology:
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List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
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Section 2: Instructional Planning
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Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
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Time Needed
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Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
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Time Needed
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Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
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Time Needed
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Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
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Time Needed
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Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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Time Needed
