UMF Unit-Wide Lesson Plan Template

Name: Joshua Carey Program: Secondary Ed. Course: EDU 460

Lesson Topic / Title: Elementary Technical Mathematics: Test Review Day 2

Lesson Date: 02/26/2020 Lesson Length: 75 minutes Grade/Age: Grades 11 and 12

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.
Learning Objective(s) Instructional Decisions / Reasoning

1. Students will know how to work with whole This lesson is taking place the day before the test and
numbers, fractions and decimals, and compute with is a student directed review of all the material
mathematical operations for each. Students will be covered in the chapter.
able to:
a. Add, subtract, multiply and divide whole numbers,
fractions and/or decimals.
b. Use the order of operations involving whole
numbers, fractions and/or decimals.
c. Convert fractions between improper fractions and
mixed numbers.
d. Reduce fractions.
e. Convert between fractions and decimals.
f. Round appropriately at various place values.

2. Students will know how to apply knowledge of the

operations to calculate basic technical math concepts:
including area, volume, unit conversion, percentages
and rates. Students will be able to:
a. Calculate the area of basic and compound shapes:
including squares, rectangles, parallelograms,
triangles, trapezoids and circles.
b. Calculate the volume of basic and compound
shapes: including rectangular prisms, pyramids,
cones, cylinders, and spheres.
c. Convert from one unit to another.
d. Solve problems involving percentages.
e. Convert between percentages and decimals.
f. Convert from one pair of units to another for a rate.
g. Solve for a variable given a rate, another variable
and a formula.
3. Students will know how to relate basic concepts to
real life uses and compute applied uses of the
concepts. Students will be able to:
a. Solve word problems involving real life scenarios
of basic problems.
b. Identify real world applications of the basic
concepts covered.

Content Standard(s) Instructional Decisions / Reasoning

See prior lessons for content standards.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Formative - Student Self-assessment Much of this review day revolves around what the
students have questions on and what they feel they
need the most help with.

Formative - Practice Test Q/A The class will begin with the practice test that the
students took the day before. The teacher will go
through the answer to each question on the practice
test and answer any of the students questions.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning

1. Working whiteboard marker 1. The teachers will be using the whiteboards to

2. Extra paper and pencils teach.
3. Copies of all notes used throughout the 2. The students will be expected to try
chapter. problems on their own and may need
resources that they didn’t have before.
3. Some students may have lost the notes from
prior lessons and will need additional copies
to use and study from.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to all
Rev 8/17
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Moment of Peace - 3 minutes of silence. This is a norm set by my mentor for each of her

Practice Test Q/A - We will go over any questions on
the practice test that was given the day before.
Student-led group test review - The students will be
split up into two groups: One group will consist of
stronger students who can be more self-directed and
the other will consist of the weaker students who
need more than just practice with the material. The
substitute teacher will be with the first group,
available to help as needed. I will be with the second
group, creating and reviewing problems based on
what the students want to review.
Moment of Ponder - On a piece of paper, students
answer the following questions: How prepared do
you feel for the test tomorrow? What do you think
you need to study the most out of the topics covered?
Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
1. I have warned students that the lesson will
be recorded ahead of time
2. Schedule on board
classes that I wanted to continue.
I gave a practice test for review the day before. After
the students finished, I gave them the answers and
ran out of time before I could get into questions.
Allowing students to ask questions on specific
problems that are similar to those that will be on the
test will let the students focus on what they need to
learn and will make for the most efficient use of time
possible.
Student-led review allows the students to focus on
what they struggle with the most. Normally when
grouping, I would keep the different groups mixed
ability. However, I’ve found in this class that the
students either understand most of the material or
they struggle with it all. By splitting the groups in
this way, I can take the group of students that
struggle more and be sure that they all will benefit
from seeing me do out problems on the board and
then trying one or two for themselves. With mixed
ability grouping, half of the students wouldn’t get a
whole lot out of going through many of the topics
and would spend a lot of time doing problems they
have no trouble with. Additionally, there is a sub for
my mentor during this lesson. This grouping will
allow the group run by the sub to focus on their own
studying with little interference needed.
While this may not affect whether we have the test
the next day or not, making students answer these
questions will force them to self-assess and better
prepare them for studying for the test that night.
Instructional Decisions / Reasoning
1. This is for students with anxiety so they don’t
have a random unexpected schedule change.
2. All students will be able to keep track of what
is coming up next.
 Field Course Only – Post lesson
Reflection

I felt like this type of review worked fairly well. Although I don’t normally like grouping the way I did for this
lesson, I thought that it worked out well and really let the students focus on what they needed. By letting the
students drive the review, it was much more engaging than solving problems on the board would have been
otherwise. Splitting the students up also meant smaller groups. This really helped the students focus on what
they needed in order to get the most out of the review day.

Teaching Standards and Rationale