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The Focus of This Lesson Plan Is Subs and Subsets

The goals of this 5th grade math lesson are for students to understand and create their own sets and subsets related to quadrilaterals. The objective is for students to be able to create their own set and subset and explain their choices with 100% accuracy. The lesson will begin with an introduction on quadrilaterals and prior knowledge. Students will then explore creating their own sets and subsets, explain the concepts, and create a graphic organizer relating polygons and quadrilaterals. Formative assessment includes student creation of sets/subsets, with summative assessment being an individual quick write applying the concepts.

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26 views4 pages

The Focus of This Lesson Plan Is Subs and Subsets

The goals of this 5th grade math lesson are for students to understand and create their own sets and subsets related to quadrilaterals. The objective is for students to be able to create their own set and subset and explain their choices with 100% accuracy. The lesson will begin with an introduction on quadrilaterals and prior knowledge. Students will then explore creating their own sets and subsets, explain the concepts, and create a graphic organizer relating polygons and quadrilaterals. Formative assessment includes student creation of sets/subsets, with summative assessment being an individual quick write applying the concepts.

Uploaded by

api-510262978
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Paul Jacobson


Grade Level and or Subject: 5th grade math
Date: 2/19/2020
Unit Topic (if applicable): Quadrilaterals
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this The focus of this lesson plan is subs and subsets.
lesson?
National / State Learning (5) Geometry and measurement. The student applies
Standard/s: mathematical process standards to classify two-dimensional
. figures by attributes and properties. The student is expected to
classify two-dimensional figures in a hierarchy of sets and subsets
using graphic organizers based on their attributes and properties.
Listening
2(H) understand implicit ideas and information in increasingly
complex spoken language commensurate with grade-level learning
expectations; and
speaking
3(E) share information in cooperative learning interactions;
reading
4(F) use visual and contextual support and support from peers and
Is to read grade-appropriate content area text, enhance and
confirm understanding, and develop vocabulary, grasp of language
structures, and background knowledge needed to comprehend
increasingly challenging language;
writing
5(G) narrate, describe, and explain with increasing specificity and
detail to fulfill content area writing needs as more English is
acquired.
1. Identify and represent the features of plane and space figures
Find the TEKS, ELPS, and CCRS standards at this link:
http://www.teksresourcesystem.net/module/standards/Tools/Sea
The Common Lesson Plan Format is a CAEP EPP-Wide Assessment
8/21/18 pg. 1
rch

Goal/s of the lesson Goals for this lesson plan would be for the students to understand
and create their own sets and subsets and link it to quadrilaterals
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning target(s) /
objectives:
The students will be able create their own set and subset and explain
*** Objectives have a formal
why they picked it with 100% accuracy.
structure and differ in that
way from the Goals you
stated above.

PART III TEACHING THE LESSON


This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
****For this section only, you may use the format prescribed by your course instructor,
cooperating teacher, or what is required in your field placement. (e.g.: 5E, Madeline Hunter,
Inquiry Cycle, etc.)
Regardless of format selected, you MUST address components A-F:
A. Opening/Introductio Prior knowledge ask the students what they know about
n quadrilaterals and the similarities and differences of some of them.
(also referred to as a “motivator” For example a trapezoid compared to a parallelogram.
or “hook”)

Engage Bring up a student with like glasses, wearing a jacket or


something other people share a lot with someone. Once the
student is up asking who else belongs with the student in the front.
If students still don’t know keep bringing the students that share
the similar aspect.

B. Procedures List, in order, the steps of the lesson.


** Include enough detail so that EXPLORE - Students will create their own set and subset and then
someone else could replicate your share with a partner and talk about what’s similar and different
lesson. Unless your instructor
directs you otherwise, this section
about both of their sets and subsets. Create an anchor chat with
should read almost like a script. the different examples the students came up with.

EXPLAIN - As the teacher ask the students what they think a set
and subset is. (A set is a well-defined collection of objects. Each
object in a set is called an element of the set or subset) for subset
you can relate it to the middle of a Venn diagram. Relate sub and
subsets to the school, the grades being the set and the teachers
are subset. You can do the alphabet and animals as another
example of a set and subset.
ELABORATE – Students will then use their knowledge to create a
graphic organizer of polygons and then quadrilaterals and then the
The Common Lesson Plan Format is a CAEP EPP-Wide Assessment
8/21/18 pg. 2
types of it. For example, polygons go to quadrilaterals, then goes
from rectangle to parallelogram etc. trapezoid being on the side
because of its attributes.
EVALUATE - after they’ve turned in the quick writes, go over the
attributes of the quadrilaterals and why trapezoid is on its own
(only 1 set of parallel lines) go over the all sides = 360
C. Formative The creation of their own sets and subsets.
assessment
methods/tools:
D. Grouping Individual for the quick write, working as a class to gain knowledge
structure/s: about sets and subsets and then working with a partner.
E. Accommodations/ Word wall, sentence stems, pictures and extra time
Modifications

F. Instructional Quick write, poster paper, markers


Materials,
Equipment and
Technology:

IV. SUMMATIVE ASSESSMENT


THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative Have them create a set and subset of polygons and quadrilaterals including
Assessment: the trapezoid on a quick write.

Assessment Word wall, sentence stems, pictures and extra time


Accommodations
&
Modifications

V. REFLECTION ON THE EXPERIENCE


Reflection Write a reflection using the following format:
a. Tell what happened during the lesson.
b. So what did that mean to the student learning?
c. So what did it mean for your teaching?
d. Now what will you do next time as a result of what happened? What
you could improve upon for the next lesson? (If you did not actually
get to teach it, reflect on your planning experience. What challenged
you? What do you still need to know? How could you find out?)
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment


8/21/18 pg. 3
ELL: English Language Learner

The Common Lesson Plan Format is a CAEP EPP-Wide Assessment


8/21/18 pg. 4

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