Вы находитесь на странице: 1из 2

Teaching Experiment Lesson Plan Template

Formative Assessment Activity: ___Sequencing cards_____________________


Planned Date of Implementation: ____11/7/2014 Friday_________
Make sure you explain how students will be working (i.e., individual, partner, group) and
how this decision was made.
Students will be working after the quiz and with their elbow partners. Since we are doing this
activity after the quiz, there will not be any exit slips or warm-ups. Students will be given with
piece of papers for three problems. The class is big size (of 32 students), and I decided to do with
only two people in group to reduce any distractions, and in fact, we do not have enough spaces to
from big group tables.
We are doing this activity after the class only because my MT will be gone (she was thinking to
show Numbers) and we want to make sure that students have enough time to take the quiz, and
with the remaining times will be used for the activity.
1. Quiz (on the sections we will be working on)
2. Intro of the group activity; formative assessment activity with pairs.

Goal(s) of Activity (i.e., Students will be able to and I canThese should include
mathematical content and process learning goals.)
Main goal: To understand the process in which students make sense of proofs.
Students will be able to formulate proofs about triangle properties
I can formulate a proof for given triangle properties
Students will be able construct proofs given congruence statements
I can write a proof given congruence statements
How will you elicit thinking from the students?
After students are given with their task and materials, Ill be walking around and observing the
student interactions among pairs and groups. The biggest anticipated student reaction will be that
they do not know how to justify their reasoning. This is a good opportunity to reiterate that this is
why they are working with partners - to bounce ideas off of one another. If pairs still appear to be
stumped during the sequencing cards, they will raise their hand, ask helps.

Q: What would be the first step to set up proof?


Q: What information is given?

Q: What properties/ definitions or theorems do you use to support your statement?


Q: How does your partner agree with your opinion?
Q: Do you disagree with the ordering of the cards? Why or why not?
What data will you collect? How will you analyze the data you collect (i.e., How will you
determine students have understood the material/content of the activity or reached the goal of the
activity?)?
I will collect the data from both quiz they just took, and the paper of their works. The quiz will
show their prior knowledge, where on the paper will show their improvement after the activity.
The first two problems will indicates blanks or question marks to fill in, where the last problem
will indicate all blanks. Students will construct a proof without the assistance of cards, and see
how well they perform in developing proofs. This will give me a rough idea of if this exercise
helped them generate proofs.
Also, during the task, Ill be walking around, checking students responses. I will be noticing
how students are verbally communicating with one another and the order in which they place the
cards.
How and what kind of feedback will you give students? What is the purpose of your
feedback?
After the task, we will generally discuss about the problems. Based on my notes of how students
have met the objectives by their verbal and written communications, few groups will be
presenting their work. The justifications for why they put certain cards in a certain order is
another key collection of data to see if they have met the objectives. The questions during the
discussions will be:
Q: which congruence shortcut did you notice was useful in this proof? How did you know?
Q: Do you agree with their justification? Why or why not? Did you have a different justification?
We will also discuss of their misconceptions; students that did not have a correct ordered proof
will presented. This will create a rich discussion in which students are analyzing what other
students did.
The presentations will act as an opportunity for students to reflect on the process they took in
sequencing the cards. If they notice they ordered the cards in a way that was not presented, they
will be encouraged to speak up and explain their reasoning. These chance will occur when the
teacher asks the whole class for other solution pathways. This discussion will allow students to
correct their pathway if the sequence does not make logical sense. In this case, they will be asked
to revise their ordering by simply numbering/ correcting their justifications in a different color.
This way, students are still reflecting and revising their work.