Lesson Plan Guide
Topic: Math (To investigate and explore multiplication facts)
Objectives
In this activity, students will investigate and explore multiplication facts.
The students will:
• Work in groups to device a plan for making a multiplication matrix
• Construct a multiplication matrix
• Reflect on the patterns they observe in the matrix
Material
For each group
• 1 cm grid paper
• full sheets of paper
• glue
• scissors
For the class
• 36” X 48” butcher paper
Preparation
• Make approximately 10 copies of 1 cm grid paper on colored paper for each group of students.
• Cut one piece of 36” X 48” butcher paper.
• Start the multiplication matrix by placing four or five rectangles on the matrix.
Procedure
a. Mini-lesson:
• I will begin the lesson by showing the class the multiplication chart I prepared. I will ask pivotal questions to start a discussion, “What do you think this chart shows”?, “What do the side numbers mean”?
• I will point to a rectangle and ask, “What can you tell me about this rectangle”?
• I will hold up a grid paper rectangle with 4 rows of 6 and ask, “How many rows are in this rectangle?, How many squares in each row?, How many in all”?
• I will then ask the students “Where do you think this rectangle belongs on the chart”? (I will encourage students to use the “rows of” language to help in determining the placement of rectangles on the chart).
• Next, I will say “Today you will be working in groups to create a multiplication matrix”.
• I will tell students that they need to devise a plan to make sure that all of the rectangles they need to show will fit on the butcher paper.
• I will point to an empty space on the matrix and ask, “What will the rectangle for this space look like?, What equation will you write on it”?
• We will discuss how although 2 X 4 and 4 X 2 have the same product, the two problems mean different things.
b. Group Work:
• As students work together to construct the multiplication matrix I will visit with groups and ask some of the following questions:
1. What part of the matrix are you working on now?
2. How did you organize the cutting?
3. Were there any problems? Tell me about them.
4. Did you change your strategy?
5. Did you find tricks to make the cutting faster? Show me what you did.
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Any problems in communication and how I can solve it The problem with a matrix structure is that: you might forget what was said. Possible solution: If you might forget what was said then while the meeting is going on everyone should write what is been said so that no one forgets. The factors a company might consider in choosing an organisational
When a teacher from Tryhard high school decides to voice her/he’s distaste about the success of the students from the previous year in mathematics, a few students decide to take matters into their own hand. Using the scores of the previous years they started to analyses the documents and see if the teacher was wrong.
I will be splitting the students up into three equal groups. Each team will be given 10 note card. On one side of the notecard (the plane side), students will write down one of their vocabulary words. On the revered sided, the students will write the meaning of the vocabulary word. Once the students have completed, their group will form 2 circle. One circle will be formed inside another. The students in the inner circle will have the two notecards. The students on the outside will have zero. The students in the inside circle will read the word to the students across from them. Using the wait time strategy, they will wait for the student to provide them with the answer. If the answer is correct, the students will read the second. If they get that one write as well the student will wait for me to tell them to rotate to their next peer. If the student gets it incorrect, they must switch places with the students in the inner circle. This process will continue until the activity is complete.
Michael Jordan is historically significant to not only basketball, but also to sports in general; he would change the way that basketball is played and watche...
The plot in Hamlet is well known because of the dramatic moments and striking choices made in order to progress the story. If Hamlet’s father wasn’t murdered by Claudius there wouldn’t be a motive to seek revenge. Without this inciting incident, Hamlet wouldn’t descend into madness and recite one of most memorable soliloquies in theatrical history. In order to understand how nearly everyone meets their unfortunate fate, it can be
Women in these fairy tales are young and beautiful. In all reality not every girl in this world is truly considered beautiful by our society’s terms. In today’s society the term beautiful is often used to describe a women who is a size 0, tall, flawless skin, and dressed nicely. Haven’t you ever seen princesses that are in all these fairy tales, our society’s description of beautiful describes every single one of these princesses?
I am going to begin by investigating a square with a side length of 10
Engleberg, I., Wynn, D., & Schuttler, R., (2003). Working in Groups: Communication Principles and Strategies (3rd ed.) Boston: Houghton- Mifflin. pp. 146- 170.
There are six diagonal lines. At one end there are circles on them giving the impression of three circular prongs. At the other end the same size lines have cross connecting lines consistent with two square prongs. These perceptions can violate our expectations for what is possible often to a delightful effect.
As in many fairy tales we have grown up with, the characters are always beautiful or handsome, with an evil mother that wants to destroy that. Baker-Sperry and Grauerholz state that, “The feminine beauty ideal-the socially constructed notion that physical attractiveness is one of women's most important assets, and something all women should strive to achieve and maintain…[is] viewed largely as an oppressive, patriarchal practice that objectifies, devalues, and subordinates women”(711). Women grow up with the impression that they must be perfect and beautiful in order to get a man. They will see the beautiful girl get a handsome guy and everything they want. The characters in Tangled prove the fact that every fairy tale follows the same guide lines; Rapunzel, Flynn, and even mother Gothel are beautiful. Their features are all the same with them being thin, having straight teeth, and being good looking. If a person was described as being perfect looking, than a fairy tale character is what they would be compared to. A little girl will see Rapunzel and want to be like her because she’s pretty and a princess and they will l...
The article discusses the importance of feminine beauty throughout fairy tales, specifically the Brothers Grimm’s fairy tales. Women, especially those who are younger, are often described as “pretty,” “fair,” or beautiful in these fairy tales and that beauty is associated with usually white privileged women with high moral standards. These fairy tales, especially in prominent stories, send messages that not only tell you what beauty should look like, but also how it is rewarded. The example the article uses is from “Mother Holle” in which there is a beautiful girl and an ugly girl. The beautiful girl is portrayed as industrious
will help the student to gain a better understanding of the material as a whole. In addition, I will give examples of how this looks within a classroom setting.
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Entering formal education in 1991 I was taught by means of the revised version of