COREs Math Lesson Planning and Preparation Form

Lesson Title: The number system, Geometry

Standards:
CCSS.MATH.CONTENT.8.NS.A.1
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion;
for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats
eventually into a rational number.

Learning Objective(s) What students will know and be able to do by

lesson's end: Students will be able to understand irrational and rational
numbers.

Lesson Source (program, page, etc.):

Students will be able to.
Identify the vocabulary terms by the end of the
lecture.
Demonstrate examples on each key vocabulary
term.
Key Background Knowledge:

Students will be able to perform well on their

algebraic equations.

Materials:
Math note books, smart board, white
board and worksheets.
Key Vocabulary:
1. Natural numbers
2. Whole numbers
3. Integers
4. Rational number
5. Irrational numbers

Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP1 :

Make sense of problems and persevere

in solving them.
CCSS.MATH.PRACTICE.MP3 :

Construct viable arguments and critique

the reasoning of others.

Teacher Actions

Student Actions

Intro/Model (45 minutes) Introduction, purpose, explanations, thinkalouds, visual or worked models, small steps working toward mastery, etc.:

I will be projecting todays learning goal on the

Smartboard. Todays goal will be learning the concept
of irrational and rational numbers. Students be able to
problem-solve the following equations.
I will begin lecturing about the concept and explain
each example thoroughly.

Guided Practice (15 minutes) Include checks for understanding/

misconceptions, questioning, and engagement strategies and feedback:

Students will be writing the

learning goal into their notebooks.
Students will be asking questions
by the end of each example.

Students will be turning in their

papers for participation points.

The last 15 mins of class I will be projecting two questions

about the todays lecture. Students will get into a group of
three, so they can share their answers. I will be collecting
their papers by the end of the period.

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COREs Math Lesson Planning and Preparation Form

Monitor Checks for understanding/formative assessment:

To check for understanding I will ask my students to do hand gestures such as: thumbs up, thumbs down and thumb to the side.
This will allow me to clarify their questions about the lecture if they were confused. If my students were confused I will reteach the
material.

Adjust instruction/reteach/additional guided practice (20

minutes) Support for students who are not mastering the concept or skill
and/or English language learners or students needing intensification:

Students will be taking notes into

their notebooks.

I will be explaining the terminology and give my students

hints how they can memorize the terms. For example, I will
be writing out the term whole into the whiteboard and I will
be circling the letter o. The letter O represents whole
numbers and it can be seen as a number zero.

Independent Practice/Extension/Connections (15 minutes) Practice, extend, and apply the skills/concepts (inclusive of work that
requires higher-level thinking skills):

I will be handing out a mixture of real numbers handouts, and a Venn diagram. On the Venn diagram, students will
be matching the real numbers with the corresponding circle on the Venn diagram.

Closure (minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s):

The purpose of todays lecture was to enable them to work in groups and share their ideas. Students were able to
analyze and use properties of numbers when they drew number lines.

Lesson Planning Directions Using Features of Universal Lesson Design (ULD)

Universal Lesson Design Overarching Principles
1.

Multiple means of presentation of information to students (e.g., audio, video, text, speech, Braille,
still photos, or images)

2.

Multiple means of expression by students (e.g., writing, speaking, drawing, video recording)

3.

Multiple means of engagement for students (e.g., to meet differing needs for predictability,
novelty, or group interaction)
Rose & Meyer (2002)

Effective Lesson Format

1. Purpose or Learning Objective: Carefully formulated, clearly stated
2. Introduction: Brief preview or explanation of why that objective is worth learning andof
particular importancehow it will be assessed
3. Modeling/Demonstrating: Teachers not only explain but explicitly show students, in very small,
deliberately calibrated steps, how to do the working and thinking necessary to succeed on that
days assessment
4. Monitor: To ensure that every student is attentive and engaged
5. Guided Practice: Recursive cycle that starts with students applying or practicing each small step
that the teacher has just modeled
6. Monitor: Check for understanding/formative assessment
7. Adjust Instruction: By reteaching or enlisting students' expertise by having them work in pairs
to help each other
8. Repeat Steps 57: Until all or almost all students are ready to complete the days assignment,
project, or assessment by themselves
9. Independent Practice and/or tutor students needing additional support
Schmoker (2013)

Common Core State Standards for Mathematical Practice

2013 CORE Inc.

Lesson Preparation and Planning Form

COREs Math Lesson Planning and Preparation Form

1 Make sense of problems and persevere in solving them. Mathematically proficient
students

Explain to themselves the meaning of a problem and look for entry points to its solution.
Explain correspondences between equations, verbal descriptions, tables, and graphs, or draw diagrams of important
features and relationships.
Check their answers to problems using a different method, and they continually ask themselves, Does this make
sense?
Understand the approaches of others to solving complex problems and identify correspondences between
approaches.

2 Reason abstractly and quantitatively. Mathematically proficient students

Make sense of quantities and their relationships in problem situations. Create a coherent representation of the
problem at hand, consider the units involved, attend to the meaning of quantities, and flexibly use different
properties of operations and objects.
Decontextualize a given situation and represent it symbolically, and also contextualize to probe into the referents for
the symbols involved.

3 Construct viable arguments and critique the reasoning of others. Mathematically

proficient students

Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Compare the effectiveness of two arguments, distinguish correct from incorrect reasoning and, if there is a flaw in an
argument, explain what it is.

4 Model with mathematics. Mathematically proficient students

Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
Make assumptions and approximations to simplify a complicated situation, realizing that these may need revision
later.
Identify important quantities and their relationships in a practical situation using such tools as diagrams, tables,
graphs, flowcharts, and formulas.

5 Use appropriate tools strategically. Mathematically proficient students

Use technology to visualize the results of varying assumptions, explore consequences, and compare predictions with
data.
Identify relevant external mathematical resources, such as digital content located on a website, and use them to
pose or solve problems.
Use technological tools to explore and deepen their understanding of concepts.

6 Attend to precision. Mathematically proficient students

Communicate precisely to others. They use clear definitions in discussion with others and in their own reasoning.
State the meaning of the symbols they choose. They are careful about specifying units.
Calculate accurately and efficiently, and express numerical answers with the appropriate degree of precision.

7 Look for and make use of structure. Mathematically proficient students

Look closely to discern a pattern or structure.

Step back for an overview and shift perspective.

8 Look for and express regularity in repeated reasoning. Mathematically proficient students

Notice if calculations are repeated, and look both for general methods and for shortcuts.
When solving problems, maintain oversight of the process while attending to the details, and continually evaluate the
reasonableness of results.

2013 CORE Inc.

Lesson Preparation and Planning Form