# Lesson Plan for Math Center

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Betsy Mosteller

Lesson Plan for Math Center

MODIFIED TPAI FORM FOR A LESSON
NCDPI and/or National Objectives:

Math:
COMPETENCY GOAL 3: The learner will perform simple transformations.
3.01 Combine simple figures to create a given shape.
3.02 Describe the change in attributes as two- and three-dimensional figures are cut
and rearranged.
3.03 Identify and make: Symmetric figures.

COMPETENCY GOAL 5: The learner will recognize and represent patterns and simple
mathematical relationships.
5.01 Identify, describe, translate, and extend repeating and growing patterns.

1. Major Function: Management of Instructional Time

This goal will be met as the teacher will have all necessary materials ready prior to the
beginning of the lesson. Also, students will remain on task through the entirety of the
lesson and the lesson will be conducted in a timely and efficient manner.

2. Major Function: Management of Student Behavior
This goal will be met as students will know what is expected of them from Day One in
the classroom through established rules and procedural guidelines. It will be the
responsibility of the teacher to maintain order and learning in the classroom through a
variety of activities. If students are found to be off task or refuse to follow the set rules,
the teacher will find a way to get them back on task and to re-establish order in the
classroom. This way, learning can be facilitated and healthy social interaction can be
maintained.

3. Major Function: Instructional Presentation
This goal will be met through a number of ways. First of all, the lesson will be connected
to previous learning experiences because it ties into the symmetry unit that students will
have worked on throughout the course of the week. Also, the teacher will instruct student
by using various instructional methods and by offering numerous examples. The teacher
will ensure that students understand by using clear diction and by asking students what
points they do not fully understand. Students will be able to learn at an acceptable pace
and will be accommodated if extra help is needed. Students will be allowed to work
together and learning will be done using a hands-on method which helps students focus
on their own learning and become more responsible for it.
Betsy Mosteller

4. Major Function: Instructional Monitoring
This goal will be met as the teacher circulates the classroom during center work. As the
teacher circulates, she will be able to assist students as needed and to ensure that students
are remaining on task and keeping all social interaction confined to math-oriented
activities. If students are having trouble grasping concepts, the teacher will pose
questions that will help them gain insight and lead them to better understanding.

5. Major Function: Instructional Feedback

This goal will be met as the teacher evaluates students’ work and responses in a timely
and efficient matter. Also, rather than overlook incorrect responses to questions, the
teacher will find another way to ask the question or give further hints to help facilitate
correct responses before moving on to other student responses. Communication will be
effective in the classroom among the teacher and her students so that an environment of
learning and collaboration can be established and maintained.

6. Major Function: Facilitating Instruction
This goal will be met as the teacher works to plan lessons that coincide with both district,
state, and national standards and meet objectives from each of these areas. Her lessons
should also meet the instructional needs of her students and be compatible with the
school improvement plan. She will prepare for lessons and gain knowledge about her
students by using information from tests and assessment procedures in the classroom.
Her main goal will be to facilitate the intellectual, social, and physical development of
each of her students. The teacher will keep sufficient record of student work so that her
planning can fully meet the needs of each student and their individual learning style and
conceptual level. She will use a variety of resources to create lessons and promote
student learning.

7. Major Function: Communicating within the Educational Environment

This goal will be met as all students will be treated equally. The teacher will also keep
her instructional activities within the school’s goals for instruction and facilitation of
learning. The teacher will work to establish healthy relationships with all parties
involved in the educational process, including, but not limited to, colleagues, parents, and
other entities within the community. This will serve to further students’ learning and
well being.

8. Major Function: Performing Non-Instructional Duties

This goal will be met as the teacher follows all rules and regulations set forth for her.
She will also actively seek professional development opportunities and develop a plan for
doing so.
Betsy Mosteller

Navajo Symmetry Rugs

Materials:
- A brief story/introduction of Navajo culture, particularly Navajo rugs (can be
found in numerous places online)
- Construction paper (1 sheet per student)
- Cut-outs of geometric shapes including triangles, circles, squares, diamonds, etc.
- Paste or glue sticks

Purpose/ Procedures:
To introduce the activity, a brief story/introduction of the Navajo culture will be read
to students and will be available in the center so that students can learn about the
Navajo tribe prior to completing the activity. Then, students will make small versions
of Navajo symmetry rugs using cut-outs glued onto construction paper in some sort of
a symmetrical design. On the back of their “rugs,” students will explain the type of
symmetry their rugs exhibit. The purpose of this activity is to gain a better
understanding of symmetry by creating symmetrical designs of their own.

In order to complete this activity, students will work in groups of 3 or 4. Each
student will have one piece of construction paper and a variety of cut-outs to choose
from. They will then figure out the type of symmetrical design they want to use and
lay out the cut-out pieces on their construction paper. Once the entire design has been
laid out, students will paste the shapes onto the paper. Once they have completed
their symmetrical rug, they will write about how it is symmetrical on the back of the
rug.

Assessment:
To assess this activity, look at students’ finished work to evaluate it based on whether
it meets guidelines for symmetry or not. Also, read the explanation of their rugs that
students have written to evaluate whether they clearly understand symmetry or not.
Also, verify that they can explain mathematical concepts through writing.

Accommodations for ELL Students:
This center will be great for ELL students because it is not English language
intensive. Key mathematical terms will need to be translated into the students’ primary
language, but the actual activity part of the center is not language-specific. The brief
Betsy Mosteller

summary of Navajo culture will also need to be translated into the students’ primary
language. If it is felt that extra support for ELL students is needed, pairing them with
other peers would be a great way to facilitate learning while building social relationships.

Accommodations for Special Need Students:
For students with special needs, this assignment can be altered if necessary. It would be
great for ADHD children to work in groups because the other students can help keep
them on-task. Also, this assignment is hands-on, so that can also enhance their attention
level for the assignment. For gifted children, this assignment would be good because they
can be the group leaders and they will be able to be as creative as they would like. For
children with hearing or visual impairments, the teacher should place these students in the
front of the classroom so they can see and hear the directions and ask questions if needed.
Also, visually impaired students would need to paired with students who they can work
with to complete the activity.

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