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# Lesson Design Template: Ed 616 Elementary Candidate Name: Tomas Andersen School: Knik Elementary Date & Time

of Lesson: Oct. 14, 2013 10:1011:18; Supplemental Help @ recess. Topic of Lesson: Patterns, Geometry Vocab, Proportions, Fractions, Multiplication, Division Materials including technology: Promethean Board, Poster Paper, Meter Stick, Tall or Short Objects, Pencil, Mirror, Marker Content Area(s): Math Host Teacher Name: Master Program Grade Level(s):5 # of Students:5

## Length of Lesson: 68 min. and fraction of recess.

M1.3.4 Describe and model the relationship of fractions to decimals, percents, ratios, and proportions. MEA-3 applying a given scale factor to find missing dimensions of similar figures (M2.3.4) M4.3.5 Find the value of a variable by evaluating formulas and algebraic expressions for given values.

Profile of Your Students (cultural, language, developmental and behavioral characteristics): Caucasian, boys and girls, English speakers.

STAGE ONE STAGE TWO: Objective(s): Student Assessment: 1. Students will use proportions to measure objects 1. Students will turn in a completed math proportions that are taller or shorter than them (hopefully poster with correct work. taller. 2. Students will learn how to use a diagram or picture to help illustrate the problem solving process.

STAGE THREE: Opportunities to Learn Introduction/Hook Students will use a diagram they created, and a mirror to help them find the measure of objects taller than themselves. Procedure and products Differentiation/Accommodations/Modifications 1. Students create their poster along with the teacher This is an above grade level group, and little modification beforehand (Usually a day or so before for is needed. neatness, questions and answers). 2. Students Learn what each square of their poster The differentiation is built into this project. Once students represents: have their poster created, and working with a partner they 3. First is an example of a situation they may need to may choose their object. Choice allows students to have know the height of an object. more or less difficult situations while learning the same 4. Second is explain the proportion. skills. 5. Third is their own measures (their height in

centimeters, and the measures of mirror and objectED) 6. The last is their work with their own Proportion. 7. Explain their poster to a partner. 8. Work on practice problems.

Closure: Students may continue to find the measures of objects around the school or possibly go outside if time allows. Reflection I have done this project before with students, but this is the first time I used the posters with this layout. I have usually had students use lined paper or copier paper, and told them what was needed. I think this step by step breakdown really allowed them to digest each section of the proportion process completely and clearly. Taking the time to frontload them with the process and information ended with less tears and arguing in the end.

QUESTION: What did Tomas do differently this time with his proportions than the other times he did it? a) He broke down the process of solving the proportion with a poster project. b) He assigned extra proportion homework. c) He promised there would be a quiz after the project for motivation. d) He used candy as a bribe. e) He had a new very good textbook.