Scribd
Upload
101 views5 pages

Fe 3 Lessonplanweek 13

This lesson plan is for a graph theory class. Students will solidify their knowledge of graph definitions and terms. They will work in groups on an assignment applying concepts like Hamiltonian and Euler graphs. An individual quiz will assess learning. The lesson aims to develop abstract thinking and use of mathematical language and reasoning.

Uploaded by

api-339865522
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

Fe 3 Lessonplanweek 13

This lesson plan is for a graph theory class. Students will solidify their knowledge of graph definitions and terms. They will work in groups on an assignment applying concepts like Hamiltonian and Euler graphs. An individual quiz will assess learning. The lesson aims to develop abstract thinking and use of mathematical language and reasoning.

Uploaded by

api-339865522
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

LESSON PLAN

Topic: Discrete MathematicsGraph Theory

Lesson overview
BACKGROUND:
Students have previous knowledge on the basics definitions on
Graph Theory. They have had 2 classes on definitions and skill
building up until tree theory.
OVERVIEW:
Attendance and introduction. ~5 min.

Homework from Mondays class will be corrected. ~10 min

HOOK of lesson: Students will practice applying definitions


and concepts on Hamiltonian and Euler graphs. Students will
work in groups on an assignment to be handed in for that
period. ~40 min

ASSESSMENT:
Students' will be given an individual quiz to finish in class.
~Remaining time

Grade: 11 CST

Date: Tuesday November 15th 2016

Mathematical instructional goals


Goals for students learning of mathematical concepts and
practices:
- Students will develop abstract thinking as they construct and
visualize results on their graphs. They will then solidify their
knowledge by practicing and applying definitions that theyve
learned by actively working on an assignment.
-Students will have an opportunity to demonstrate mathematical
thinking and reasoning by justifying their work through verification
of their answers.
- Students will have the opportunity to express their strategies
through mathematical language as they are asked to answer
questions aloud during class and writing their answers on the
board.
-Students will have an opportunity to review the notion that there
are different ways to resolve a problem. They can relate this to
their real life.

Expectations and Competencies


Learning Content:
Students are expected to use mathematical language when asking
questions in class and working with their peers. Students are
expected to use mathematical reasoning to dissect and solve
systems of equations.
Competencies:
C2- Uses mathematical reasoning
C3- Communicated by using mathematical language
Specific Content from Progression of Learning:

DISCRETE MATHEMATICSGRAPHS
Introduction to Graph Theory:
A. Concepts associated with graph theory
(points: 1-4)
B. Situation analysis, optimization and decision
(points: 1-4)
Source:
http://www1.education.gouv.qc.ca/progressionSecondaire/pdf/progrA
pprSec_Mathematique_en.pdf

Connections to other Curricular Areas?


Student will learn definitions such as vertex and edge that can be
related to real life such as intersections and roads. Students will
learn that there can be an optimal road/ graph in questions and
can relate that to their own life like for example, when driving,
choosing the optimal road is key to perhaps avoid traffic or saving
gas, depending on drivers needs. Students will learn that
direction matters and shortcuts may not always work, such as in
real life and in physic problems that require application.
Expectations for students participation
Students are expected to participate by asking questions during
the lecture, completing classwork, helping peers (if group work),
using materials around the classroom and submitting homework.
Equity/ Diversity and Social Justice (Teacher Actions)
- Paying attention to the kinds of needs from diverse groups
- Making it explicit to students that you expect a high standard of
conduct in the way they are interacting with each other
- Promptly and appropriately deal with inappropriate behavior.
-Provide stationary if students dont have the ability to bring any.
-Pair students with difficulties with students who have found topic
easy.
-Place students with hearing or visibility difficulties in the front
rows for better access to lecturer and board.
-Devising creative and respectful ways of using the diverse
experience of students. For example, consider the language of
inclusion: use language in word problems that the students can
associate with more easily.
- Provide instructions in different languages based on the
students needs.

Part 1: Introduction

Time

SET THE TONE


(possible ways: music, lights, soft voice, silence)
Ask students about homework.
Take attendance on GPI using smart board.
MOVE STUDENTS PLACES FOR GROUP ACITIVITY LATER.
(Students by mixed ability, and by knowledge of students who
can work well together). This will avoid chaos later and be time
efficient when assigning groups.

10 minutes

Accommodations/
Modifications
(content/process/product)

-students with learning


disabilities should be in
front row.
-students with physical
disabilities such as hearing
or visual impairment
should also be in front row.
-give responses and
instructions in an oral
and/or written form that is
easiest for student.

Materials

-White board,
markers.
-smart board
-homework

Part 2: Action

Time

Lesson Objective:
Students will solidify their knowledge on definitions and key
terms used in the graphing chapter. More specifically,
definitions of Types of Graphs, elements of Graphs, Paths &
Circuits and more specifically, Euler paths and circuits,
Hamiltonian paths and circuits.

Open PowerPoint on smart board for Mondays notes. If


notes dont work on smart board, use white board and
to discuss and use attached notes.

60-70 minutes

Accommodations/
Modifications
(content/process/product)

Materials

-Teacher should use waittime to allow students the


open door to participate and to
demonstrate students
expectations.

-White board,
markers.

-teacher should invite students


to participate by asking
questions that probe their
thinking and asking students to
revoice/restate each other.
This will create an opportunity
for students to engage in each
others interpretations and
arguments.
- student with difficulty can be
paired with another student
-apply more scaffolding
questions

Correct homework from Mondays class ( MHS )

Assign groups (already mentally made) and assign


assignment. Set expectations. Assignment is to be
done quietly and to be handed in by 3 PM.

- provide work sheet with


examples already completed
for students with difficulty

Assign individual quiz at 3pm to be finished by the end


of class.

- assign harder questions that


require deeper thought and
abstract for students with ease
- Students who ease in the
topic can continue on to extra/
harder problems on the back
of the stencils that are not
assigned.
- work quiz in a different
location
-students with learning
disabilities should be in front
row.
- give more time to complete
the task
- allow for breaks after
completing task
- Avoid windows or distracting
lighting
- Students with physical
disabilities such as hearing or
visual impairment should also
be in front row. Can ask for a
reader/attendant.

-smart board
-power point notes
-Homework
-Assignment
-Quiz

Part 3: Consolidate/Debrief

Time

For homework, students are to look on google classroom for


more notes to be copied for next class.

5-10 minutes

Accommodations /
Differentiation
(content/process/product)

Materials

- assign homework on
google classroom so it
can be seen visually.
-complete fewer or
more questions with
peers
-attend resource room
or tutorial to be taught
by a different teacher
-provide extra time
-mention homework
out loud so it can be
heard.
-grade equitably

Assessment Tools
Quiz for diagnostic and formative assessment will be given at the end of the class week and will incorporate the material that we have
learnt up to date. Summative test will be given at the end of the chapter when all has been taught.
Next Steps
Analyze the quizzes to see if there is a common error amongst the class. If so, review the common errors before moving on to the new
lesson.

Self Reflection
What went well?

What didnt go so well?

What do I need to change?

You might also like