MAT 150 Grand Canyon University Lesson Plan Presentation and Worksheet Design a lesson plan and PowerPoint presentation on one subject from Topics 1-6, pro

MAT 150 Grand Canyon University Lesson Plan Presentation and Worksheet Design a lesson plan and PowerPoint presentation on one subject from Topics 1-6, provided in the list of topics from your instructor.

The project consists of a lesson plan and a powerpoint presentation of the lesson. The presentation can be directed to your students or to your peers about your lesson plan. Please include presentation notes and references as appropriate.

Include the following:

Overview: Write an introduction to the class activity. Include the purpose of the activity and desired outcome.
Objectives: The objectives should be specific and measurable.
Time: How long will the activity take when implemented in the classroom?
Materials: Describe any materials that are needed to conduct the lesson.
Activity: Provide a detailed description of the activity. Write all steps from the instruction of the assessment.
Presentation: Complete a PowerPoint presentation that could be used in class to teach the lesson plan.
Notes: The PowerPoint should include presentation notes.

Please choose one topic for lesson plan project

LIST OF TOPICS

Chapter 1

Strategies for Problem Solving

Arithmetic Sequences

Geometric Sequences

Valid reasoning

Chapter 2

Base five

Base Two

Base Twelve

Sets

Chapter 3

Left-to-right algorithm for addition

Lattice Algorithm for addition

Addition and Subtraction in bases other than ten

Properties of Whole Numbers Multiplication

Divisions Algorithm – Repeated Subtraction

Division Algorithm – Using Base ten blocks

Multiplication and Division in different bases

Chapter 4

Functions as rules

Functions as machines

Functions as equations

Functions as arrow diagrams

Functions as graphs

Functions as tables and ordered pairs

Chapter 5

Prime factorization

Prime and composite numbers

Greatest Common Divisor – Intersectionof Sets Method

Greatest Common Divisor – The PrimeFactorization Model

Greatest Common Divisor – Euclidean Algorithm Method

Least Common Multiple – Number line method

Least Common Multiple – Colored Rods Method

Least Common Multiple – The Intersection of sets method

Least Common Multiple – The Prime Factorization Method

Least Common Multiple – The Euclidean Algorithm Method

Chapter 6

Simplifying Fractions

Multiplication of Rational Numbers

Division of Rational Numbers

Properties of Exponents

Chapter 7

Scientific Notation

Rounding Decimals

Real Numbers in Equations

Chapter 8

Proportions

Applications Involving Percent Final Project: Lesson Plan and Presentation
Scoring Guide
Criteria – LESSON PLAN
Points Possible
Overview. An introduction to the class activity with
purpose of the activity and desired outcome is clearly
presented.
Objectives. Specific and measurable objectives are
listed.
Actual Points
15
20
Time. The time assigned for the activity, when
implemented in the classroom, is reasonable and logical.
5
Materials. A list of materials that are needed to conduct
the lesson is presented.
10
Activity. Activity is described with details. All steps for
the instruction of the assessment are clearly presented.
20
Total Possible Points (70)
Criteria – POWERPOINT PRESENTATION
The content of the presentation completely meets the
objectives.
The presentation is organized logically.
Points Possible
20
10
The visuals are appropriate for the activity.
10
Presentation notes.
10
Total Possible Points (50)
Comments
Actual Points
GCU College of Education
LESSON PLAN TEMPLATE
03/2014
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. PLANNING
Lesson
summary and
focus:
Classroom and
student factors:
In a few sentences, summarize this lesson, identifying the central focus based on the content/skills
you are teaching.
Describe the important classroom factors (demographics and environment) and student factors
(IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning,
teaching and assessing students to facilitate learning for all students.
National / State Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by
Learning
number and its text.
Standards:
Specific learning target(s) / objectives:
Teaching notes:
Specify exactly what the students will be able to do
Clarify where this lesson falls within a unit of study.
after the standards-based lesson.
Agenda:
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post
as an agenda for the students that includes the
approximate time for each segment.
Academic
Key vocabulary:
Language:
Include the content-specific terms
you need to teach and how you
will teach students that
vocabulary in the lesson.
Instructional
Materials,
Equipment and
Technology:
Grouping:
Formative assessment:
Identify the process and how you will measure the progress
toward mastery of learning target(s).
Function:
Clarify the purpose the
language is intended to
achieve within each subject
area. Functions often consist
of the verbs found in the
standards and learning goal
statements. How will your
students demonstrate their
understanding?
Form:
Describe the structures or
ways of organizing
language to serve a
particular function within
each subject area. What
kinds of structures will you
implement so that your
students might demonstrate
their depth of
understanding?
List ALL materials, equipment and technology the teacher and students will use during the lesson.
Add or attach copies of ALL printed and online materials at the end of this template. Be sure to
address how you will teach the students to use the technology in Section II. INSTRUCTION.
Identify grouping strategies that will support your students’ learning needs.
Page 1 of 2
II. INSTRUCTION
A. Opening
Prior
knowledge
connection:
Anticipatory
set:
Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and
students’ lives.
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Your “I Do” instructional
procedures should include:
The teaching strategy you will use to
teach each step that includes
modeling and formative assessment;
transition statements you will make
throughout your lesson and essential
questions you will ask; and
academic language of vocabulary,
function, and form.
Script detailed, step-by-step
instructions on how you will
implement the instructional plan.
Use a numbered list of each step;
bold every example of modeling;
italicize every formative assessment.
Students Do
Your “Students Do” procedures should
describe exactly what students will do
during the lesson that corresponds to
each step of the “I Do.”
Please use a corresponding numbered
list.
Differentiation
Describe methods of
differentiation, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Please use a corresponding
numbered list.
Also include extension activities:
What will students who finish
early do?
III. ASSESSMENT
Summative
Assessment:
Closure:
Homework:
Include details of any summative assessment as applicable and
attach a copy with an answer key. Explain how the summative
assessment measures the learning target(s)/objectives. If you do
not include a summative assessment, identify how you will
measure students’ mastery of the learning target(s)/objectives.
Differentiation:
Describe methods of
differentiation for your
summative assessment, including
accommodation or
differentiation strategies for
academically, behaviorally and
motivationally challenged
students.
Explain how students will share what they have learned in the lesson. Identify questions that you can
ask students to begin the closure conversation. Identify how students will confirm transfer of the
learning target(s)/ objectives to application outside the classroom.
Clearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or
skill-practice-based and explain how the homework assignment supports the learning targets /
objectives. Attach any copies of homework.
Page 2 of 2

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