Teacher: Matthew Pitts Cycle/Year: Secondary Cycle 1

Year 2
Date: October 7th 2015
Lesson Plan Title: Chapter 1 Review Time Period: Period
4 (12:57pm 2:02pm)
Learning Targets/Student Learning Objectives:
o
Students must question if their study habits are appropriate. Many
students claim they study, but do they notice if their study habits are
efficient. Also they must question themselves, in hopes that they
understand their personal weaknesses (in terms of mathematics) to
prepare their study plan for the weekend before the Chapter Test. They
must also develop a sense of confidence through their studying so that
they become competent individuals when testing their performance.
o By the end of this lesson, students will be able to create and put together
a collection of notes, formulas and examples to form a cheat sheet. Each
cheat sheet will be different since each student has their own strengths
and weaknesses (a cheat sheet is tailored to the student, developed by
them). A cheat sheet will also be an excellent studying exercise and can
be used as an excellent reference during their studying, so they must
know how to use a cheat sheet as a tool. They will also be practicing
certain topics that they will be tested on the following week and they
must have a sense of confidence when approaching to solve them.
Curriculum Expectations:
Math Competencies: - Uses Mathematical reasoning:
In using Mathematical reasoning, they are able to break down
certain word problems to smaller steps and tackle each step individually
and then eventually the whole problem. They will only be practicing a few
examples that are deemed important.
- Communicates by using Mathematical Language:
In simplifying, the students must use proper notation when
expressing the length of a line or perimeter of a shape. Starting with images
and associating the algebraic expression to a certain edge of the given
shape, the students must recall certain formulas of how to solve for
perimeter and apply it with the given algebraic representations.
Cross-Curricular Competencies: - Uses Information:
Elaborating the using information idea, this class is meant to
develop studying habits relating to the material prior to the first chapter
test. In developing their own cheat sheet, they must be able to gather
appropriate information of their strengths and weaknesses and this will
help them develop a cheat sheet that is more appropriate to each their
own. Of course, they should put the standard formulas pertaining to tall
the topics covered, however some students might want to put more of
one topic compared another, and this is where they must develop their

judgement through understanding their weaknesses.

- Solves a problem: This competency ties in to what
was previously stated in the Math Competencies
Section. Solving a problem can help with the actual
math problem, however discovering ones own
weaknesses is another problem that can be VERY
helpful later on in life.
- Exercising Critical Judgement: This directly applies
to todays lesson goals, determining their own
judgement to personalize their own individual cheat
sheet.
- Adopts effective Work Methods: This is essential to
any math lesson, building a cheat sheet requires a
good sense of focus and self-competency to
determine how it can help for future uses. Also,
solving a math problem requires good work
methods, which goes without saying.
- Achieves his or her potential: This is a work in
progress, but developing a tool to help succeed is an
important talent that helps achieve his or her
potential (academically and in their work ethic).
Professional Competencies: - To act as a critic, inheritor and interpreter
of knowledge: Here we are gathering our professional knowledge and
experience of how to perform well within the academic system and
delivering the key points in developing an individual studying system that
each student can use to their advantage. Also it is out duty to explain
and even show great study habits.
- To communicate clearly in the language of
instruction: This is clearly important as it forces the
teacher to explain the mathematical language in a
way that most students will understand. To translate
ideas and conceptions into ideas and images that
everyone can relate to. Especially for this topic, we
have to show that writing in the mathematical
language is not intimidating and can be put to great
use when using it in a cheat sheet.
- To plan, organize and supervise student learning:
This competency is important to this lesson as it
allows us to scaffold student behaviour in such a
way it promotes their potential in achieving better
academic performance scores. Guiding them in
putting together a proper cheat sheet enables them
to create a better tool to better guide them during
their chapter test.
- To adapt teaching to those with special needs:

Unfortunately, a cheat sheet must be written with

one owns handwriting. Gratefully we dont have any
students who cannot write, but we do have students
who take a lot longer than others. However we dont
have students that write and dont understand what
was written down. However giving a brief
explanation or showing examples can help guide
those who have issues putting down their ideas on
paper. If the students can be guided in organizing
their thoughts through visuals, then they are a lot
better off than on their own.
To integrate information with technology: We use
smart boards to project blank work sheets and
interact using the smart board marker highlighting
examples and procedures of certain math problems.
To cooperate with members of the teaching team:
Every math teacher is responsible for issuing the
ideas behind building a cheat sheet. The math
faculty have all agreed on similar regulations
pertaining to the use of cheat sheets in the classes.
We all follow the same rules and is our responsibility
in explaining the restrictions appropriately.
To demonstrate ethical and responsible professional
behaviour in his / her performance: It is our duty as
an educator to hold knowledge and standards and
deliver both in an appropriate manner. Students
must understand what is expected of them and must
understand how they must show and deliver it. It is
our duty as professionals to lead by example and
guide them to OUR standards.

Assessment:
Diagnostic: Before every class we issue Bellwork. Bellwork is a
compilation of easy to moderate level difficulty problems (of previously
learned topics) that is completed within the first 5-10 minutes of class.
This allows the educator to judge how well the students are grasping the
knowledge and enables us to determine an appropriate lesson plan for the
following classes. It also acts as a method of initiating the logical gears to
start working before attacking the core content of the class. Consider it
as a mental warm up before the big game.
Formative: Our formative assessments are usually in class quizzes that
we give out. Unfortunately, there are no quizzes in this lesson. But we
can check their performance by overlooking the work they do in class and
use our judgement in determining if the students are on the right track.
Summative: An excellent example of a summative assessment would be
the chapter test this lesson is preparing the students for. The chapter test

will cover all the topics that have been covered since the first day of
school until this lesson.
Activities:
Mental Set/Hook/Intro
The intro we are using is the bellwork:
4 17
3 x y
1) What is the Coefficient / Degree?
(/2)
25
2) Simplify:

2 (3 x4 y )

10 x+ 15 y
5

(/2)

3) Translate: 5 less than one third a number (/1)

- Used in an introduction to the class
- Practicing previous learned knowledge
- Determining how well the students are learning the knowledge
Should not take more than 10 minutes, answers to qustions next to
usb key on desk on loose leaf paper
Learning Activities/Complex Tasks
- Correcting previous homework (pg 20-22)
Will allow students to ask questions on any difficulties had with the
homework as it helps strengthen their understanding of the material
that will most definitely be on the quiz. The homework will be
portrayed on a power presentation projected on the smart board (pdf
file on my usb key that is on my desk in the classroom. Computer
already attached to smart board, password is written on a sticky note
next to usb key) Should not be longer than 15 minutes including
questions asked.
- Guided Practice
There will be questions pertaining to the review of the chapter test
that I have issued for the class to go over. You will guide the class on
going over the questions (problems are written out with details in the
steps on the back of bell work loose leaf. All you need to do is follow
the steps and write down exactly what is written. The students are
well aware of the methods explained.
You will then take the paper labelled Cheat Sheet and show them an
example of a cheat sheet that is expected of them to have by Monday.
Listed on the cheat sheet are formulas that should definitely be
included and examples that are excellent references on how to apply
certain methods. Rules and regulations to the cheat sheet are written
on the back. This exercise should not take longer than 20 minutes for
those who have questions about building a proper cheat sheet.
Closure
- Give back quizzes / allow for peer studying:

After giving back the pink duotangs that are layed out next to the
computer, the students will then be expected to go over the questions
and topics that they have problems with (quizzes that they have
performed poorly on) and will redo the questions that were marked
wrong. Explain that this is an excellent way to understand their
weaknesses and it shows what they should focus more of their time on
in order to properly prepare themselves for the test. They are allowed
to work in pairs, as it helps with the idea of peer tutoring. However
you have my full permission to break up partners who are being
disruptive or are fooling around. They are then permitted to work
alone ONLY. This should be the rest of class.
Materials/Resources: The main materials needed are their Bell work
Notebook, Homework Notebook, pencil, calculator, workbook, loose
leaf (blank for cheat sheet).
In case of an emergency, there is an emergency package that is
hung to the right of the classroom door. Follow the procedures
written inside the bag in case any emergency should occur.
Key Vocabulary/Terminology:
- Simplifying: Using bedmas to shrink down the expression to
its most simplified form
- Evaluating: Plugging in values given into a given expression
- Expression: Combination of variables and constants partnered
with specific operations.
- Variable: Letter representing a given number
- Exponent: Degree of the variable
- Co-efficient: Number in front of variable that it is multiplying
- Constant: a number
Differentiation/Accommodations/Modifications:
o We usually have students with certain IEPs that ask us to give them more
time or a quiet room during assessments. Since we are not assessing
them formally, there is no need to give anyone any extra time.
o We also distribute a hard copy of notes if we are showing a power point
(homework does not count as it is posted on Edmodo later that day, which
I will do), since we are not giving them notes through a power point, they
should not need any hard copy and can rely on writing their own notes
from what you give them from the cheat sheet paper I layed out for you.
o Also, some students have an accommodated homework load, however the
homework given is strictly to help them study as they have already done
the majority of it. So once again, there is no need to accommodate
anyone with a reduce workload.
Connections to Equity, Diversity, and Social Justice:
No special restrictions or accommodations are needed for religious or
personal beliefs. Everyone follows the classroom practices and everyone is

treated fairly and respectfully. Those who need the extra help receive it
during lessons with power points and during assessments.
CHECKLISTS
Blooms Taxonomy:
x Knowledge
x Understanding
x Application
x Analysis
x Synthesis
Evaluation

Multiple
Intelligences:
Verbal/Linguistic
x Logical/Mathematical
x Visual/Spatial
Musical
Bodily/Kinesthetic
x Interpersonal
Intrapersonal
Naturalistic
Spiritual

ICTs:
Word Processing
Power Point
x Internet
Resources/Research
x Graphics / Charts
Web Cam
x Interactive Whiteboard
Video
Social Media:
_____________
Other:
___________________

Teacher Reflections:
- Guiding the students to overcome their struggles is the main goal.
Helping them understand their own strengths can help the students
develop a studying method that is tailored to each student as an
individual. This will follow them throughout their academic career
and ultimately increase their potential for performance and their
rate of success in the education system.