Vous êtes sur la page 1sur 6

Subject: math Grade: 8th (Period 4)

Lesson Topic: Operations with Scientific Notation

Candidates Name: Alison Hutchins
Site Supervisor: Michael Waldinger University Supervisor: Martie Omeara

Introduction: (Identify relevant IEP goals and Content Standards, CSTP, focus learner, create
bridges from past learning, behavior expectations, provide rationale)
Learning Expectations: Rationale:
This lesson primarily reaches the CCSS
CA Content Standards and CSTP: standard 8.EE.A.4. Students will build upon
previous learnings on exponents as well as
CCSS.MATH.CONTENT.8.EE.A.4 seventh grade standards such as order of
Perform operations with numbers operations and general equation solving to
solve problems such as 4.2 x 10^6 + 2.25 x
expressed in scientific notation, 10^5 + 2.8 x 10^6. Students will expand on
including problems where both decimal their skills in translating between scientific
and scientific notation are used. Use and standard notation and learn real world
application for scientific notation.
scientific notation and choose units of
appropriate size for measurements of This class has a current enrollment of four
very large or very small quantities (e.g., students, although we believe one more
student will transfer into the class. The class
use millimeters per year for seafloor is very motivated by individual attention and
spreading). Interpret scientific notation the flexibility to spend some time re-teaching
that has been generated by technology of concepts that typically fall under the
seventh grade standards. Students also have
significant challenges with multiplication. The
Standard 1: Engaging and supporting all class as a whole is good at applying rules
students in learning directly to sample problems, but have some
Standard 2: Creating and maintaining challenges generalizing knowledge and
effective environments for all learners independently determining what rule is
TPE 1, 2, 4, 5. Focus on TPE 5 necessary to solve a problem.

Additionally several TPEs will be

Focus Learners, EL Level, & Relevant IEP demonstrated. In particular, TPE 5, student
Goals: engagement will be emphasized as this is
Focus learners for the lesson will be required to ensure a conducive learning
environment. The small class size of four
Select students are EL, although. students leads to a more collaborative
Many students have IEP goals directly tied to discussion, but with an understanding that we
are here to learn math and that the
math instruction. None of the goals
expectation is we will stay on topic.
specifically related to exponents, but goals
regarding multiplication fluency, computing This lesson was designed being mindful of
integers, and fluency in addition, subtraction, students EL levels and IEP goals.
and multiplication are foundations that Information will be presented using multi-
exponents are based upon. sensory approaches such as auditorily and
visually. There will be some far point copying,
however students have the opportunity to sit
Additionally behavioral IEP goals on areas closer to the board or receive a copy of the
such as attending, flexibility, impulsivity, task notes if necessary. New technology has been
initiation, and tolerance also apply to our incorporated including using an iPad and
apple TV to demonstrate the problems while
lesson. Math is a non-prefered task for a
moving among groups of students.
number of students.
Strategies used to engage EL students
include activating background knowledge with
Create Bridges from Past Learning: lesson the minute math, pre-teaching academic
draws upon previous learning on exponents vocabulary, purposeful grouping in a
from the daily minute math and lesson 1.1 heterogeneous classroom, and the
development of a safe space to practice their
and 1.2 on exponents.
language skills. Strategies for reflecting
needs based upon IEP goals include frequent
checks for understanding, visual aids, verbal
Behavior Expectations: students will remain and nonverbal reminders to stay on tasks,
seated, us appropriate noise levels based and placement of students neer peer models.
upon the activity, students will respond to call
and response if noise level becomes Negative exponents draw upon past learning.
excessive. Students will follow directions, Previous minute math where negative
taking notes in their math journal, exponents were included will be discussed.
participating in classroom expectations, or Additionally, previous exponent lessons will
participating in individual or small group work. be connected. Students will be coached to
find connections.

Behavior expectations are crafted to provide

an effective learning environment for all
students. Off topic comments especially those
that reflect a negative self-worth and a fixed
mindset have been shared during previous
lessons. This is something we are actively
working on to ensure our students will view
class through a growth mindset.

2. Learner Outcomes/Objectives: (What will students learn from this lesson? How will you
measure mastery of the outcome? Include objective and subjective data to show outcomes.)

Students will begin the lesson with a minute Rationale: The lesson will begin with a review
math review. Following the minute math, to reinforce existing skills and provide a
students will learn about operations using positive mindset to the students. Additionally,
exponents incorporating an I do, we do, you students will reinforce and expand upon
do instructional method, students will end the previous lessons on our exponent unit. By
lesson with the ability to independently solve reinforcing existing knowledge and gradually
teacher provided problems involving expanding on learning, students will be in the
operations with exponents. best opportunity for a growth mindset putting
them on the best opportunity for learning.
3. Pre-assessment activity: (determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development.)

Operations involving exponents will involve Rationale:

generalization of knowledge from previous Students have been exposed to exponents.
lessons. The previous lessons in this unit, 2-1 Students are displaying a much more
to 2-3 provide a basis of exponents, and throughough understanding of exponents,
scientific notation (both positive and showing significant growth from earlier in the
negative). semester when exponent problems were
often confused with multiplication problems.
Additionally, homework from the previous Formal and informal assessments allowed for
lesson will be reviewed in class. This provides necessery reteaching to allow students a
data on mastery of previous concepts and if basis for success in operating involving
re-teaching is required during homework exponents.

4. Differentiation, adaptations & accommodation strategies: (Based on the IEP goals, pre-
assessments, modify Learning Activities based on learner characteristics to meet the needs of
all students including ELL, special needs students, highly achieving students and low achieving

Information will be provided both auditory and Rationale:

visually to allow for different student This lesson was designed to be mindful of
processing styles. Students will also have the different student learning modalities and the
opportunity to receive typed notes if required. importance of audio, visual and kinesthetic
Multiple checks for understanding will be learning styles. Additionally, during lesson
employed throughout the lesson to allow for pre-planning the teachers will anticipate
mid-lesson reteaching. Students will be called common mistakes and use those to guide the
to participate throughout the lesson, but there discussion and ask prompting questions.
will be an emphasis on effort, with the teacher
or other students assisting the student as Being mindful of students OWLs are a
needed. researched based instructional method and
will ensure the most cognitively demanding
Also looking into the optimal window of tasks are presented when students are best
learning (OWL), we will provide the most able to absorb this information.
cognitive demanding activities at the
beginning and the end of the class with a dip
in the middle of the class for review. We will
review old concepts and introduce new
concepts during these periods.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
-Lesson 2.4 worksheet This lesson follows the lesson plan template
-Math notebook that students are becoming accustomed to.
-iPad with notability There are a variety of skill levels within this
-Minute math 13 math class and individual students have
diverse strengths and weaknesses. The
lesson is structured to allow students
opportunities to ask a teacher, instructional
aide, or fellow student for help during
independent work. Additionally the class
culture is being developed allowing students
the freedom to make mistakes. Class norms
have been developed to make this feasible.

6. Learning Activities: Explicit teacher instruction - (Explain, Model, Demonstrate, Check for

- Math is a review - students will work Rationale:

independently or in small groups with We will explicitly teach operations involving
teachers and aides available for help. Minute exponents as part of the math journal. This is
math will be reviewed as a class with new learning for the students and explicit
individual students asked to share their work. instruction would be required. This is day two
-Math notes - explain, model, check for of operations unit. Students will have some
understanding understanding of the topic, but are still
-Math lesson - I do, we do, you do. Frequent expected to need guidance understanding the
checks for understanding. topic.

7. Learning Activities: Guided Practice / Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Minute math will be done through guided or Feedback for minute math is provided
collaborative practice. informally as teachers and aides walk around
helping students individually or in small
groups with problems that the students are
having difficulty attempting or need help
approaching to reach the correct solution.
Additionally teachers can also provide
feedback on alternative ways to solve
problems and provide extension problems to
students who have finished the minute math
early. This provides immediate feedback on
review work. Additionally the class will work
together on the whole class review of the
minute math and provide effective
opportunities to re-teach challenging
concepts or help students generalize skills.
8. Independent Practice: (provide practice that supports the learning outcome. Note:
independent activities are assigned assuming that students understand the concept well enough
to work on their own)

The period will end with assigned classwork Rationale: students will have some class time
problems they can work on in a supportive to work on homework assignments. We have
environment. The assigned problems not some challenges in encouraging students to
finished will become homework. take ownership of their math learning. We are
encouraging students to enthusiastically
attempt problems even if they do not show
complete confidence. We are encouraging a
level of discovery for the students. We want
to encourage aha moments in our students.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students. Link the assessments to the
stated Student Outcomes.)

Students will be assessed throughout the Rationale:

lesson with informal data collection. This ties Frequent checks for understanding tie in with
directly into instruction and helps design students IEP goals and provide opportunities.
future discussions and will guide future
Additionally, students will be informally
assessed throughout the lesson as the
teacher walks around helping students with
the minute math and practice problems.

10. Closure: (Describe how students will reflect on what they have learned.)

Students will engage in deliberate practice as Rationale:

they practice extension problems during the Students require deliberate practice to master
last few minutes of class and for homework. the operations with exponent concepts
Additionally students are aware they will be introduced today.
quizzed on the weeks minute math this
Friday. Students are highly suggested to keep
their minute maths in a safe place and to
review for their quiz.

11. Lesson reflection/assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from the lesson? Who
needs additional help? Who needs enrichment or higher level work?)