Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Elizabeth Snider Lesson # __1_ Subject/Grade: 6th Grade Math Date and Time of Lesson: 10/2/2012 Learning Objective: Students will be able to complete a factor tree for a given number and then be able to write the answer in a mathematical statement and in exponential format. Alignment with Standards:
CCSS.Math.Content.6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2)..Developmental Appropriateness or Cross-curricular connections: CCSS.Math.Content.6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.

Developmental Appropriateness or Cross-curricular connections: This is developmentally appropriate for the students because they have the prerequisite knowledge such as multiplication, ratios, and solving real world problems. This is on grade level for sixth grade students and from previous assessments students are prepared to learn this information. Students will work with partners and have whole class discussion. Students will need skills to work with peers and contribute to the whole class discussions. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Pre- Assessment: Students will complete a teacher made quiz to gain an understanding of the students current knowledge. During- Assessment: Teacher will walk around the classroom and look over student work to catch errors as they are occurring and provide reassurance and encouragement to students who are correctly answering the questions. Post- Assessment: Students will complete a teacher made quiz to show improvement from the first quiz. Use of Formative Assessment I will use the preassessment data to construct the lesson. Then I will use the duringassessment to change the lesson as needed to meet the needs of the students depending on which concepts they grasp quicker, and which concepts they need extra help in. Then the postassessment will showcase the students knowledge and if they are prepared to move on to a new concept.

After completing the lesson with partners and the class as a whole, students will be able to correctly answer greatest common multiple factors trees and words problems using mathematical statements and exponential statements, with 85% accuracy.

Accommodations:
Students who are slower paced learners will be given directions and guiding questions before the lesson is taught to

Lander University Teacher Education Lesson Plan Template

Rev. 2013

allow them time to think about the subject, and answers to questions that may be asked. Students who finish early will be allowed to start their independent reading time. Directions will be verbally explained and posted on the board. Students will engage in classroom discussion, writing, and visual observations to accommodate all types of learners. Students who struggle with writing will either be given a shorter assignment or an extended period of time, depending on each students specific situation.

Materials: Promethean board, dry erase board, different color expo markers, worksheet and colored pens for students. Procedures: 1. Students had completed a teacher made quiz and did not do well. 2. Teacher will lead a classroom discussion on the vocabulary words asking individual students to share their knowledge of the terms. This should be a review from the previous class. Teacher will make sure students have a strong base knowledge of these terms and will clarify any misconceptions that there may be before moving on. a. Prime number factor: numbers greater than one with only two factors b. Multiple: the product of a given whole number and another whole number c. Distinct Factors: factors that appear only once in a list d. Divisible: a number that divides evenly into the first number e. Exponent: the number of time a base goes into a specific number 3. Teacher will use a black marker to write the first problem on the worksheet on the board. Creating a factor tree for 240. Then when drawing the factor trees the first two multiples will be written in a different color. Then to the side the students will multiple the two number and draw an arrow when they correctly match it to the number above. Students will work down the factor tree using this method to check their answers. This first problem will be demonstrated on the board with the instructor showing the students the new method.

4. The students will complete a factor tree for 142 with a partner. Students will use the method taught from the problem before. Then students will share out their answers taking turns writing it out on the white board. a. While students are working with partners the teacher will be walking around checking students methods and giving encouragement. 5. When misconceptions occur they will be written on the Promethean Board for reminders when

Lander University Teacher Education Lesson Plan Template

Rev. 2013

studying. These will be saved and printed for students as a resource. 6. The teacher will then allow the students to complete the factor tree for 360 independently a. While students are working independently the teacher will be walking around checking students methods and giving encouragement. b. Then as class students will take turns putting the factor tree on the board. c. After the factors tree is on the board the teacher will show the students how to use arrows to pull down the numbers into a mathematical statement. This will help make sure all numbers are accounted for.

7. Students will then complete a factor tree and put it into a mathematical statement using the previously taught strategies independently. a. While students are working independently the teacher will be walking around checking students methods and giving encouragement. 8. Students will work with partner to complete a factor tree for 180. Then students will take turns putting the factor tree on the board. Then the teacher will show students how to cross of the factors and put them in to a mathematical statement using powers.

9. Students will then independently complete a factor tree for 81 and put the answer in exponential form. a. While students are working independently the teacher will be walking around checking students methods and giving encouragement. b. As a class we will review the answers and the studying tips we have accumulated. 10. Students will complete a quiz the following day covering the material.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Activity Analysis:
The first activity I plan to use is a vocabulary review this supports the lesson objectives because the students need this foundation to understand the material fully. Students should have already learned this material the day before and it should be a review. The second activity involves teaching the students a new way to complete a factor tree and review completing it. This will clarify for the students, which numbers are multiplied together to get the answer by using the different colors, answers, and arrows. This was commonly missed on the pre-assessment and should clarify the students understanding of the concept. The Promethean Board will be used to write down ideas and misconceptions that occur during the lesson. This technology will be useful because the students will not have to write down the notes, which is difficult for many students in the class. They will be saved and printed off for the students to study before the quiz. Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. If you do not plan to use any form of technology, provide a clear rationale for its omission.

References:
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