Lesson Plan – Terminology and Outcomes

Date: October 4th, 2017

Subject: Math Grade: 11
Topic: Inductive and Deductive Reasoning Through Inquiry-Based Learning

Materials:
Pen/pencils and paper
Worksheets
Permission forms
Computer/projector

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
In this lesson, students will be informed as to what they will be doing for the next 8 days of lessons. The students will be
informed as to what is expected of them for the unit, the outline the schedule of the unit will be explained to the students,
and they will be informed about the outcomes of the unit. In addition, students will be presented with all the terminology
they will be needing to understand the unit.

Broad Areas of Learning:

In this lesson, students will develop and fine tune their understanding of terminology they will increase their reasoning skills
and strategies. These terms and skills will help them be successful when using math in their daily life by providing them a
better understanding of terminology and expressions used. Since this lesson is also intended to assess the students on their
prior knowledge of Inductive and Deductive reasoning skills, students will not be given the opportunity to work together to
solve problems. They will however, be able to share their ideas and reasonings with their peers after the assignments have
been completed to help the students learn from each other.

Cross-Curricular Competencies:
This lesson will provide the students the terminology and the understanding of the unit that they will need to understand
before commencing with complicated reasoning problems. Students will be able to demonstrate their prior understanding
through their independent work and exercises. By learning the terminology for the unit, the students will be developing a
greater understanding of mathematics literacies and be able to identify and understand mathematical terms. This will allow
the student to develop their own understandings of mathematics and of their own knowledge as well. The students will also
be given the chance to express their understanding of their literacy in mathematics through the formation and presentation
of potential math problems. This will also help students expand on their mathematics literacy as they come to realize math is
not simply symbolic notation but expressions as well.

Outcome(s):
FM20.2 Demonstrate an understanding of inductive and deductive reasoning including:
 Analyzing conjectures
 Analyzing spatial puzzles and games
 Providing conjectures
 Solving problems

The main goal of this lesson is for students to learn and understand the unit’s terminology. They will demonstrate their
understanding through class discussion and worksheets.
Indicator(s):
a) Make conjectures by observing patterns and identifying properties, and justify the reasoning

i) Solve situational questions that involve inductive or deductive reasoning.

PGP Goals:

2.6 ability to strive for/pursue new knowledge

3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning
styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Students will be assessed on their prior knowledge of inductive and deductive reasoning through the couple of brain
teasers they will be given at the start of the class.
- Students will be asked to provided examples for each of the terms provided in the power point to solidify their
understanding of the term.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- At the end of the lesson, students will complete a matching terminology worksheet based on the terms taught in
this lesson to solidify them with the students. This matching sheet will be taken in as a form assessment.
Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students) (20 mins)

- Students will be given a sheet with a couple of brain teaser questions on it that will get the students thinking in
terms of inductive and deductive reasoning. Each student will right down their answers on the hand out the
questions will be on and then when everyone has finished their questions, they will revile their answers and
explain their reasoning for each question
- We will then move into the power points

Main Procedures/Strategies (~1hr-1hr 15min Minutes):

- There will be two power points giving in the class. The first power point will start with the outcome and indicators
that the students will be reaching from the curriculum. The outcome will be explained both in the way that the
curriculum has it worded, and in a more basic overview of what it means so that the students understand what
they will be meeting in this unit.
- Next, we will look at the unit break down and what each day will look like. The students will also be informed
about the two field trips they will be going on, as well as handed out the permission slips for both of the trips.
- The second power point will then move into the terminology that the students will be encountering throughout
the unit, as well as problems to help the students visually see the terms that they are learning.
- Once the power point is completed, the students will review their question sheets and find examples of the
terminology they just learned in the questions they were asked to answer.
- Once they have identified the examples of the terminology, they will share the examples they have uncovered
with the class as a demonstration of their acquired knowledge.
- Students will then be asked to complete a self-assessment as to how they think they did on the questions. They
will turn in both their self-assessment, as well as their questions sheets for assessment. Only the student’s
demonstration of rational and understanding will be looked at for a mark value
 Adaptations/Differentiations:
- Adaptations for students with visual problems can be given a printed-out version of the power points to follow
along and for it to be easier on the students
- EAL students will be allowed to have their phones for translating purposes if needed.
- Visually impaired students will be able to listen to the lecture portion of the lesson and be able to follow along
with what the power point is showing
- Any additional support staff that is needed for students will be in attendance.

Closing of lesson (~5-10 Minutes):

- At the end of the lesson, students will be given a matching worksheet for the terminology they just learned. This
worksheet will be the students exit slips; once it is handed in, they may leave the classroom.
- This worksheet will be used for assessment purposes.

Personal Reflection:
To Be filled out after the lesson is completed.