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5E Lesson Plan: TH TH

The lesson teaches students how to add and subtract whole numbers over 5 days. On day 1, the teacher will engage students by putting a math problem on the board and walking through the steps. Students will then have a chance to come to the board and help solve problems while their classmates assist. The teacher will check for understanding as they go. Subsequent days will involve student exploration, more instruction, and practice problems to reinforce the concepts from start to finish.

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jules blanco
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164 views1 page

5E Lesson Plan: TH TH

The lesson teaches students how to add and subtract whole numbers over 5 days. On day 1, the teacher will engage students by putting a math problem on the board and walking through the steps. Students will then have a chance to come to the board and help solve problems while their classmates assist. The teacher will check for understanding as they go. Subsequent days will involve student exploration, more instruction, and practice problems to reinforce the concepts from start to finish.

Uploaded by

jules blanco
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
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Your Name: Jessica Hathaway Your E-mail Address:

[email protected]
Grade Level: 6-8 Subject Area: Math
Lesson Title: Adding and Subtracting whole 5E Lesson
Lesson Length:Plan
240 mins (40 mins per day )
numbers
THE TEACHING PROCESS
Teacher: Ricky Dixon
Lesson Overview
Date: June 18-19, 2013
This lesson teaches students how to Data Analysis and Probability
Subject / grade level: Algebra and Number and Operations / 7 th-8 th grade
Unit Objectives:
Materials: Pencils, handouts, scratch paper, calculator, and white board.
Students will…
-Be able to identify a box-and-whisker plot.
NC SCOS
-Be able toEssential Standards and Clarifying Objectives
identify mean.
-Be able to identify mode.
-Be able to identify range.
-Be ableobjective(s):
Lesson to identify frequency
Use and distribution
evaluate algebraic expressions, linear equations or inequalities to solve
-Be able to identify inter-quartile range set of data.
problems.
Standards addressed

4.01 Collet, organize, analyze, and display data (including box plots and histograms).
Differentiation
4.02 Calculate,strategies to meet the
use, and interpret diverse
mean,learner needs:
median, mode, range, frequency
distribution, and inter-quartile range for a set of data.

ENGAGEMENT
 I will start by putting a simple question on the white board and walk them through the steps of solving it.
Listof Materials
The student should ask their self “what steps did the teacher take to solve to problem”?
Computer
Student Handouts
Pencils
EXPLORATION
White
 Board
The students will be allowed to come to the board and help solve the problem while the students in their seats still assist with it.

Student Notebooks
The (for for
“big idea” question students to will
the students take notesin in)
be “where life algebra comes in useful” to help them notice how much they use algebra without noticing
it.

INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
EXPLANATION
 activities
(These I will ask questions
mentallysuch as “didstudents
engage you followwith
eachan
step needed?”’
event to make sure
or question. the student is
Engagement on track tocapture
activities correctlystudents'
solve the problem.
interest and help them to make connections with what they know and can do. The teacher provides an
orientation to the lesson and assesses students¹ prior understanding of the concepts addressed in the lesson.)

Activity:
ELABORATION
Go over
 Bythe
the Pre-test, to see
end of the lesson how students
the student did on
would have learned howthe given
to solve questions.
algebraic equations Have a worksheet
and expressions from start that
to end.
has different
 problems
The students to be solved
will be introduced afterinverse
to the phrase; lecture.
operations.
 We use algebra daily when figuring out things like what time to leave the house for work or how many ingredients are needed for a recipe.
Ask questions about their previous knowledge of data analysis and probability as lecture is
being given.

EVALUATION
What’s the teacher doing? What are the students doing?
 The students will be given homework on the subject and a test after the program.
(How is the teacher encouraging the students to use
This should be embedded throughout the lesson as well asStudents
at the end ofare telling the teacher what they
the lesson
what they already know about the topic.) know and do not know data analysis and
probability. They are asking questions about
First, ask students about their previous
adding and subtracting whole numbers.
knowledge of box-and-whisker plots, mean,
median, mode, range, frequency
Then students are listening to lecture while
distribution, and inter-quartile range set of
answering questions the teacher asks while
data.
going through the lecture in the class. 1
Ex: Do you use box-and-whiskers plots
outside the classroom? Do frequency other
than on a test? What kind of range is it?

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