A lesson plan is a written document that lays out how a teacher will present instruction on a daily basis. It is important to know that most lesson plan templates have several components that require completion.
In this activity, you are provided with a sample lesson plan in which you will identify the learning theory that is applicable to the two specific objectives and theories related to the strategies included in the Problem-Solving and Standards of Learning (SOL) Concept portion of the plan.
you will create comments in Microsoft Word to label your lesson plan. See the plan for further instructions. Specifically, you will:
To add a label to the lesson plan:
a. Select Review in the toolbar.
b. Highlight the content/area you want to label.
c. Select New Comment in the tool bar.
d. Type the label in the comment box.
Items to label in the lesson plan:
e. Identify the learning theory that is applicable to the two specific objectives included in the sample lesson.
f. Identify the learning theory or theories that are applicable to the strategies included in the Problem-Solving and SOL Concept portion of the sample lesson plan.
g. Identify where digital technology has been used to enhance the lesson.
Week 9 Activity – Identifying Theories
Student’s Name Here
EDU 501
Professor Vance
March 03, 2024
Note: Not all components of this template are required for every lesson.
Unit Title: Multiple/Divide whole numbers and decimals single step and multi-step word problems. |
Focus of the Day: Monday Condition: Given five-word problems using whole numbers and decimals. Behavior: The student will find the product or quotient. Criteria: Student will get 4 out of 5 correct. |
SOL # Learning Objectives: Monday: SOL 5.4 The student will The student will create and solve single-step and multistep practical problems involving multiplication and division. SOL 5.5 The student will The student will create and solve: 1. For the product and quotient of two numbers as decimals. 1. Single-step and multistep practical problems involving multiplication and division of decimals. |
Specific Objective: (Setting a Purpose) Determine an appropriate method of calculation to find the product and quotient of two whole number and two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators. Estimate to find the number that is closest to the product or quotient of two whole numbers and numbers expressed as decimals through thousandths. Find the quotient and product of two whole numbers and numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators. |
Materials Needed: Anchor chart (UPS Check) |
Vocabulary (what new vocabulary will be introduced during this lesson?) Quotient Product Divisor Dividend Multistep Estimation |
Essential Questions of the Day: Essential Questions: What are key words to look for when having to multiply or divide? What situation call for the computation of quotients? … products? How do we determine whether it is more appropriate to estimate the solutions to problems than to compute them? What determines a reasonable estimation for a given situation? Enduring Understanding Understand the meaning of mathematical operations and how these operations relate to one another when creating and solving single-step and multistep word problems. How do the mathematical operations relate to one another when creating and solving single-step and multistep word problems? |
Possible Misconceptions (What might confuse students? Or what might they miss?) |
Daily Spiral Math Review (5 problem strand review) Number Sense: Which group of numbers only consist of composite numbers? a. 37, 29, 14, 55 b. 9, 58, 19, 17 c. 17, 37, 61, 97 d. 46, 18, 36, 69 Computation and Estimation: Multiply: 3.57 x 23 Measurement and Geometry: What is the perimeter of a rectangle that is 25 mm wide and 15 mm long? Probability and Statistics: How many different outfit combinations can you make if you have 4 shirts and 6 pair of parts? Algebra 57 x C = 513: What is C? Mental Math – Number Talks (Develop mathematical abilities) Brain Buster: 37 + 42 -1 = |
Problem-Solving and SOL Concept Lesson CPA Model (What instruction will be provided to students to help students through the problem-solving approach?) · Division Word Problem: Blueberries · Two-Step Word Problem: Truffles Teacher will review strategy on how to solve word problems using the SOLVE method. Understand: First we have to understand what the problem is saying. We can do this by retelling the problem; reading it twice; taking notes; studying any charts and diagrams; looking up any words and symbols that are new or we are unsure of. Plan: Next, we decide on a strategy. What operations will we use and what steps should we use to solve the problem? Solve: Then, we solve the problem. Follow the plan and work carefully. If our first attempt doesn’t work, we try another plan. Look back: Finally, we check our answer. We ask ourselves if our answer makes sense. Is it reasonable? “I DO” The teacher will review the strategies The teacher will model: You do: Shawn read 47 books. Each book had 312 pages. How many pages did Shawn read all together? We do: Betty, Greg, and Francine shared 12 cookies. How many cookies did each person get? You do: Linda went to dinner. She paid for her and her 3 friends’ food. The bill came up to $65.72. How much was each person’s food? Stations for the week: I ready math Reflex math (multiplication drill) Teacher station (word problems) Prime/composite Released test items Math Rounding Decimals |
Bloom’s Taxonomy Used: Remembering Understanding Applying Analyzing Evaluating Creating (List the questions being asked of students according to Bloom’s taxonomy?) Remembering: the key words that identify a subtraction problem and an addition problem. Create: story problems that involve multiplication or division of whole numbers and decimals. Apply: problem solving strategies to find the product or quotients of whole numbers and decimals. |
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used to make sure there is evidence within throughout instruction.) ☐ Similarities and Differences ☐ Homework and Practice ☐ Setting Objectives and Providing Feedback ☐ Summarizing and Note Taking ☐ Nonlinguistic Representations ☐ Generating and Testing Hypotheses ☐ Reinforcing Effort and Providing Recognition ☐ Cooperative Learning ☐ Cues, Questions, and Advance Organizers |
Common Formative Assessment (Checking for understanding) |
Math Facts Practice Reflex Math |
Reflections: (What would you do differently, change or improve? What concerns do you have?) |
Sources
1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink from the Online Strayer Library.
2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink from the Online Strayer Library.
3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink from the Online Strayer Library.
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