CEP Lesson Plan Form

Teacher: Kendra Gardner Date: April 17, 2018

School: Lucile Erwin Middle School Grade Level: 8th Content Area: Math

Title: Number System Review Lesson #:4 of 4

Lesson Idea/Topic and Students have just started the review of the 8th grade standards. For the
Rational/Relevance: next 5 weeks they will be reviewing and doing extensions on each standard.
They are doing this to wrap up the semester, prepare for their iReady test
and district assessment, and prepare for their capstone project. The general
schedule will look like: Monday-individual review using TenMarks or Khan
Academy. Tuesday- partner work on short tasks involving the standard(s).
Wednesday- Group work on challenge problems. Thursday- review
(jeopardy, quizlet live, etc) then a quiz. Friday-Work with assigned group on
capstone project. At the end of every day they will be giving themselves a
work habit score and I will also be giving them one.

On Tuesday, 4/17 we will be working on different activities in which they

will complete with a partner. This is to allow them to collaborate, problem
solve, and discuss ideas regarding number system and statistics and
probability with a peer.

Student Profile: 2nd hour has 29 students and is a very diverse population. There are 6
students with IEP’s, one with a 504, and six that are ELD students. This class
is the most differentiated, however there are a few students that are very
bright and at or above grade level. They are a fun class though and has a
good energy.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

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8.NS.1: Know that numbers that are not rational are called irrational. Understand informal 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.

8.NS.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number
line diagram, and estimate the value of expressions.

8.SP.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies
in a two-way table.

Understandings:​ ​(Big Ideas)

Students will review the main ideas from the Number System unit including working with rational and irrational numbers and using number
sense. Students will also review the main concepts from the Statistics and Probability including using proportions, analyzing tables, and finding
probability of different scenarios.

Understand that equivalence is a foundation of mathematics represented in ​numbers​, shapes, measures, expressions, and equations

Recognize and make sense of the many ways that variability, chance, and randomness appear in a variety of contexts

Use critical thinking to recognize problematic aspects of situations, create mathematical models, and present and defend solutions

Inquiry Questions:​ ​(Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Why are real numbers represented​ by a number line and why are the integers represented by points on the number line?

Give an example when​ an irrational number would be needed in a career environment.

How can a relationship be analyzed​ with tables, graphs, and equations?

Why is ​one variable dependent upon the other in relationships?

Evidence Outcomes:​ ​(Learning Targets)

Every student will be able to: ​Work with their partner to review the number system and ideas of probability and statistics.

I can: ​Solve problems dealing with rational and irrational numbers.

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CEP Lesson Plan Form

I can: ​Have a strong sense of where numbers lie on the number line.

I can: ​Solve problems dealing with probability.

I can:​ Interpret information from a table and analyze it

List of Assessments:​ ​(Write the number of the learning target associated with each assessment)

Formative:

Informal:​ Check ins during warm up and partner activity. Overhearing students in pairs talk and explain concepts to one another.

Formal:​ Collecting worksheet from students at the end of class. They will only have one sheet between the two of them and because of that will
be using a different colored writing utensil from one another so I can tell who is who.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Partner Activity: Review of Number System and Probability & Statistics
Purpose​: To allow them to collaborate with one another, share ideas, and review what
they learned last semester.
Co-Teaching Which model(s) will be used? One teach, one observe
Will co-teaching models be utilized in this lesson?
Yes __x_ No ___ Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials Warm Up Packet (15-20 Minutes)

Brain Break: Dice Game involving Number System (5-10 Minutes)
Partner Activity (35-40 Minutes)

Anticipatory Set The strategy I intend to use is: Number System Dice Game
I am using this strategy here because:It is just one of the components of learning the
number system, and allows them to compete with other students.

Procedures The strategy I intend to use is: Partner Work

I am using this strategy here because: It allows students to build collaboration and
communication skills. Using different colored ink/pencils also holds them accountable. At
the end of the day they will be giving themselves a self assessed work habits score and I
will also be giving them a work habits score.

Teacher Actions Student Actions Data Collected

Take attendance/ Check in Getting in seats and ready NA

Warm up activity to students. Students will be working Warm up will be collected

During this time they will with partner on warm up. on Wednesday after work
spend 15-20 minutes time.
working with the person
next to them. The seating
chart has been put in place
for a variety of reasons. We

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CEP Lesson Plan Form

do have some personality

issues/issues outside of the
classroom with students, so
those students are sitting
next to students who will
work well together
personality wise. All groups
were assigned with keeping
in mind that one stronger
student is paired with a
student who struggles more.
During warm up they will be
each answering a question
and passing the warm up
back and forth between one
another after completing the
problem.

After working on warm up Students will be working Collaboration with partner.

we will be doing a brain
break. This brain break deals
with the number system,
which will be a great way to
get them excited about that
day’s activity. The brain
break is a device that has 6
dice in it- 4 colored and 2
black. Once the dice are
rolled the students will work
with their partners to come
up with solutions in which
they will use basic
operations of the 4 colored
with their partner to to Students may need to write
come up with possible strategies down on scratch
solutions. There are paper.
multiple for some numbers
and none for others, but it’s
a great way for them to
collaborate and see that
there are multiple ways to
get to a solution.

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CEP Lesson Plan Form
numbers to get to the sum of
the black numbers.
After the brain break the
students will get 2 small
tasks. One is on Number
Systems and the other is on
Probability and Statistics.
There are 5 problems on
both topics and they cover a
wide variety of content
within the standards.
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Students will be working Task Activity will be
with their partner. During collected at the end of
this time they will need a class. Both students will be
different colored pencil using different colors,
from their partner. There which will allow me to see
are 10 questions total, so each student’s thinking.
they will each do 5. During
this time they will be doing
the Hot Potato Activity in
which they must do the
first problem and explain
what they are doing. During
that time the other person
must sit quietly and listen.
After the first person is
done they will give the
paper to the second
person. During that time
the second person will say
whether they believe that is
right. If not they will fix it
and then move onto the
second problem.
If students finish early
they will complete the
Number System Puzzle they
started on Monday.
CEP Lesson Plan Form

At the end of class I will NA

collect worksheets and pass
out work habit assessment
sheet for them to fill in. I will
also give directions about
getting room back in order.
y
Students will turn in
assignment and fill out
work habit grade for the
day.

Closure The strategy I intend to use is: Giving themselves a work habits score
I am using this because: It allows students to assess the amount of effort they put into
the activity and amount of work produced. It also allows them to a voice in their grade
and share their input.

Differentiation Content Process Product Environment

Modifications:

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CEP Lesson Plan Form

Giving students Having

the ability to students work
explain a in pairs and
process to their collaborate
partner and with one
then have ideas another allows
explained to them to share
them is a great ideas and learn
way for in different
students who ways.
may struggle
more learn in a
comfortable
setting.
Extensions: If students
finish they will
be completing
a number
puzzle that
they worked on
Monday. This
puzzle
challenges their
problem
solving skills.
They really got
into it today,
but didn’t
finish!

Assessment Formative: ​Collecting worksheet at end of class and having them self assess their work
habit score.
Summative:​ Will be given on Thursday

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? ​(Utilize assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

3. What do you envision for the next lesson? ​(Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there additional co-teaching strategies used during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance:​ What are you going to teach and why is this lesson of importance to your students? How is it relevant to
students of this age and background?

Student Profile: ​Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: ​Should be a creative title for you and the students to associate with the activity. Think of the purpose as the
mini-rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – ​One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: ​How long do you expect the activity to last and what materials will you need?

Anticipatory Set: ​The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures​: ​Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

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Closure: ​Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is
not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Differentiation: ​To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?​ ​To extend: If the activity is
too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to support
differentiated instruction?

Assessment (data analysis): ​How will you know if students met the learning targets? Write a description of what you were looking for in each
assessment. How do you anticipate assessment data will inform your instruction?

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