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Math Lesson Plan (Academic language (Language Demands : (Vocabulary:…
Math Lesson Plan
Academic language
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Language Demands :
Vocabulary: Compare; pipe cleaner; manipulate; <, > and =.
Discourse: Review the target by telling their elbow body; answer me questions on who is older, how many beads should I grab for the number 5 and so on; complete the comparing numbers worksheet with a partner.
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Language Support: Explain the purpose of the cards with written numbers; give feedback on answering the questions; give an example of how to count beads on the pipe cleaner; the purpose of the two videos; walk around the classroom to meet their needs when carry out the formative assessment.
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Lesson introduction
At the beginning of class, we will have a discussion on how old are you. I will say I am 22,what about you. They will raise their hands to respond how old are they. For example, Jocelyn says I am 5 years old, Amy says I am 6 years old. Then I will ask my students who is older? They will raise hands to answer. After this, I will introduce the topic and target of this class.
Summary/closure
At the end of this class, they will review the target by telling their elbow body. And I will ask them “what you have done in this class.” They will raise their hands to answer. At the end of this class, I will hand out worksheets to them. They need to finish them by themselves or with their parents’ help and hand in the next class. The summary or closure takes 5 minutes..
Instructional strategy
After the lesson instruction, I will carry out the pre-assessment, which occupies 3 minutes. Then they will watch a video on counting numbers from one to ten at https://www.youtube.com/watch?v=F5QLp9Wxrrg. This will help them review the numbers from one to ten and it occupies 1 minutes. And there will be a mini-lesson to help students understand the symbols of more than, less than and equal to, which takes 15 minutes. They will enjoy a video about grater than and less than symbols at https://www.youtube.com/watch?v=M6Efzu2slaI. I will prepare grater than, less than and equal to printables and some sticky paper beads.In front of class, I will use the beads and printbles together with my students to explore the concepts of more than, less than and equal to.
For example, “I want to compare 5 and 3, how many beads should I grab for the number 5 as well for the number 3? Which printables should I use?” At last, I will carry out the formative assessment, which takes 15 to 20 minutes.
Assessment
Pre-assessment: I will give everyone a bunch of mixed cards which are written from one to ten. My students need to put them in order. This activity gives me feedback on their awareness of numbers as well the order of numbers from one to ten. I will use check list to record their works.
Formative assessment: One kid with his partner need do the activity that involves them counting beads on pipe cleaners, and then complete the work sheet on comparing numbers by manipulating the beads. For example, the attached pictures show their tasks. I will give them an example on manipulating the beads and how to compare the two mass of dots by manipulating the beads.