Scribd
Upload
101 views5 pages

Educ450 lp2 Numerical Integration Expanded

This lesson plan aims to teach numerical integration to high school math students. The teacher will begin with a review of relevant prior knowledge like area formulas and Riemann sums. They will then directly teach the Trapezoidal Rule and Simpson's Rule through a PowerPoint presentation with guided group practice. Students will apply what they've learned by working through practice problems in groups. Formative assessments will evaluate the students' understanding. The lesson aims to introduce an alternative integration method and engage students through humor, questioning, group work, and movement over the 90 minute period.

Uploaded by

api-295344110
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
101 views5 pages

Educ450 lp2 Numerical Integration Expanded

This lesson plan aims to teach numerical integration to high school math students. The teacher will begin with a review of relevant prior knowledge like area formulas and Riemann sums. They will then directly teach the Trapezoidal Rule and Simpson's Rule through a PowerPoint presentation with guided group practice. Students will apply what they've learned by working through practice problems in groups. Formative assessments will evaluate the students' understanding. The lesson aims to introduce an alternative integration method and engage students through humor, questioning, group work, and movement over the 90 minute period.

Uploaded by

api-295344110
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

CEP Lesson Plan Form

Teacher:

Joy Robinson

Date: 11/17/16

School:
Poudre High School - PDS Grade Level:
Content Area:
Math
Title: Numerical Integration
Lesson Idea/Topic and
Rational/Relevance: What are
you going to teach and why is this
lesson important to these
students? What has already
happened in this classroom
surrounding the subject you will be
teaching? What do students
already know? Why are you going
to teach this topic now (how does it
fit in the curricular sequence)?
What teaching
methods/strategy will you be
use and why?

College

Lesson #: 1 of 1
This lesson will teach students an option for
finding the integral of a curve when
calculating the antiderivative is not possible.
Students have previously learned basic
integration techniques, Riemann Sums, and
should know the area formula for a trapezoid.
This topic fits here because students are
forming a working knowledge of integration
and its applications. I will be using direct
teach, guided learning, and think-pair-share to
help student learn the information, form
deeper understanding, and apply it in multiple
different forms.

Content Standard(s) addressed by this lesson:


directly from the standard)

(Write Content Standards

AP Standard APC.10 The student will use the Trapezoidal Rule and Simpsons Rule
to approximate definite integrals of functions and will interpret the definite integral
as the accumulated rate of change of a quantity over a given interval.
Understandings: (Big Ideas)
Students will understand:
1) How to use the area of a trapezoid to approximate the area under a given
curve.
2) How to use a minimum degree polynomial to approximate the area under a
given curve.
3) Accuracy of the estimate is improved as the number of sections taken
increases.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
What is the Trapezoidal Rule and how is it used to approximate the area under a
curve?
What is Simpsons Rule and how is it used to approximate the area under a curve?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
Students can:

Colorado State University College of Health and Human Sciences

Page 1

CEP Lesson Plan Form


1) Apply the Trapezoidal Rule to approximate the area under a curve and explain
what the calculated number means in practical reference.
2) Apply Simpsons Rule to approximate the area under a curve and explain
what the calculated number means in practical reference.
List of Assessments: (Note whether the assessment is formative or summative)
Work sheet of application problems to show student understanding (formative)

Colorado State University College of Health and Human Sciences

Page 2

CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.

Approx. Time and Materials


How long do you expect the activity to last and what
materials will you need?

Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
How do you intend to engage your students in
thinking during the Anticipatory Set?
Why are you using it at this point in your
lesson?

Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual

Title: Numerical Integration


Purpose: The purpose of this lesson is to introduce give
students a means of calculating an approximation of the
antiderivative when traditional formulaic techniques fail.
Time: 90 minutes
Materials: PowerPoint, Activity Sheets, Outline
Riddle/joke to start students thinking about numbers and get
their brains turned on.
Review slide of what is known:
1) Area formula of a trapezoid
2) What is an integral
3) Riemann Sums

The strategy I intend to use is humor and prior knowledge.


I am using this strategy here because humor is a good way to
engage students in the lesson right away. Prior knowledge is
essential to success in understanding new information, so it
is helpful to review this knowledge as a class.
Before lecture (Introduction, Teacher input): Have first slide
with riddle/joke to hook attention and get brains started while
passing out papers and getting class started. Provide slide
with review information of prior knowledge. (15 minutes)

Colorado State University College of Health and Human Sciences

Page 3

CEP Lesson Plan Form


minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to engage your students in
thinking during the PROCEDURE?
Why are you using it at this point in your
lesson?

During lecture (Teacher input with guided group practice):


Work through content slides to introduce Trapezoidal Rule,
Simpsons Rule, and application of methods. (45 minutes)
Activity (Guided group practice with physical engagement,
Check for understanding): After presenting the content
slides, have students form groups and think-pair-share with
the problem set from prepared worksheet. (20 minutes)
Wrap up (Teacher input with group participation): Ask for
questions, collect activity sheets, assign homework, reiterate
purpose, and close out. (10 minutes)
The strategy I intend to use is to have students participate
during the lecture by answering posed questions to engage
in personal learning. Another strategy to be used is thinkpair-share to engage in group work and some movement.
I am using these strategies here because group work allows
students to form different connections and movement helps
students maintain focus for a longer amount of time.

Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is
used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.

To close out the lesson, collect student activities to analyze


formative assessments, then assign homework for further
practice, and dismiss class.

Colorado State University College of Health and Human Sciences

Page 4

CEP Lesson Plan Form

How do you intend to engage your students in


thinking during CLOSURE?
Why are you using it at this point in your
lesson?

The strategy I intend to use is to engage students in further


practice and encourage participation to ask any questions
needed.
I am using this strategy here because a wrap up is important
to relate thinking and close out the connections made.

Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504

For students who struggle with the information or the speed,


the activity time gives an opportunity to ask questions and
get personal instruction from the teacher. Multiple
representations of information are provided to aide in student
understanding including graphical, formulaic, example
completion, and group engagement.

To modify: If the activity is too advanced for a child,


how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

If students were to finish early or needed extra challenge, the


activity was designed so that slower students can spend as
much time as they need and faster students can get through
more examples. If they completely finish the activity
students can start on homework.

Assessment Reflection: (data


analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

The assessment will be the activity. I will know if students


understand the information by their ability to work through
the problems independently and in small groups. Feedback
will be provided on the activity sheets to help students gain
further understanding.

Colorado State University College of Health and Human Sciences

Page 5

You might also like