Backward Design Lesson Plan Template
Teacher’s Name: ___Miss Angie st Group: ____1 grade__________ Step 1—Desired Results (what students will learn) A. Enduring understanding(s) and essential question(s) What is math? When do we use math? What is a number line? Which way do the numbers get bigger? Smaller? What objects help us to do math? B. Learning Objective(s) 1. Understand importance of math in our every day lives. 2. Become aware of what math is and how objects help us to do math (number line, ruler, etc.) 3. Learn different shapes/patterns, becoming familiar with geometrical ideas. 4. Students acquire knowledge of numbers and tallying results. 5. Review numbers and become familiar with the concept of counting by 5s using the number line. C. Linked Standard(s) Step 2—Assessment Evidence (formative and summative check for learning) A. Performance Task (What will students do to demonstrate their learning?) 1. Discuss the meaning and use of math. 2. Introduce objects used in math (number line, ruler, shapes, calculator, clock, numbers, etc) 3. Students draw shapes of different sizes and trace blocks 4. Roll dice and record tallies on pg. 3 of math journals. Practice recording tallies for given numbers. 5. Whisper/shout counting to learn how to count by 5s. mark the 5s on number line of last page of journal. B. Performance Criteria (How good is good enough? Provide checklists, rubrics, or criteria.) 1. Class participation. Students are expected to participate in class discussion. 2. Students must try to learn new math vocabulary and trace examples of math objects. Will be part of their “what is math” booklet at the end of the week to be graded (5 pts). 3. Neatness and completion of all shapes discussed will determine the student’s success of activity. Will be added to their “what is math” booklet (3 pts). 4. Students must roll die and record tallies correctly in math journal. Teacher check. 5. Students demonstrate their knowledge of county by 5s using a number line and writing each number going by 5s until 25. Will be recorded in math journal (2 pts) Step 3—Active Learning Plan (detailed enough for another teacher to follow) A. Steps for students (use active verbs)
Lead activity (Introduce desired results; ask essential questions; connect
Class: _____Math________________ Date: _______8/24-8/28/09_________
with student experience) 1.Discuss what math is and why it is important. Make a list on whiteboard. 2.Students create a drawing of objects that are used to help with math. Teacher will present objects asking class if it is used in math or not. 3.Students look for different shapes in class. Students then draw different shaped things, and trace shapes using the blocks. 4. Teacher introduces tally marks as a way to record numbers. Students help tally boys, girls, desks, etc in the room. 5.Teacher draws a number line on the board, marking every 5 numbers a different color. Class counts in a whisper and shouting on 5, 10,15,20,etc.
B. Notes for Teacher What do I need to remember to do? 1. Bring/show objects in room used for math. 3. get out blocks/find shape tracers. 4. tally boys and girls in the morning on the board. 5. get dice out.
Student centered learning steps (Detailed sequencing of lesson; specify formative assessment during practice and summative assessment conclusion.) 1. Students help come up with different ideas of what math is and how it is used. Allows students to realize its importance and frequency in their daily lives. 2. Students create a drawing of objects that can be used in math. 3. Students draw and trace different shapes using blocks and rulers. 4. Students roll dice, recording in tallies how many times each number is rolled in math journal pg. 3. 5. Students “whisper/shout” count by 5s as high as they can. They will color each square of 5 yellow in the back of their math journal to visualize the pattern. Closure (Revisit enduring understandings/essential questions.)
C. Materials to have ready. 1. Board/children’s pencil cases 2. Math objects-ruler, clock, number line, graph, etc. 3. Blocks, shapes 4. Dice 5. Number line on board with every 5 numbers marked a different color. D. Approximate time needed for lesson 1. 10 mins. 2. 30 mins 3. 30 mins 4. 40 mins 5. 20 mins
E. Resources (where I got my ideas)
Step 4- Observation / Reflection / Notes A. What happened during my lesson (What did the students and I say and do)? How effective was my lesson design and teaching? B. What evidence can I show about my student’s learning (e.g., student work)? How effective was my assessment plan for getting information about my students’ learning? C. How did I do in meeting my desired results for this lesson? What are my next steps to improve student learning?