MIDTERM – LECTURE NOTES

PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS

What is a lesson plan?

-a teacher’s detailed description of the course of instruction for an individual lesson. (Wikipedia
Dictionaries)
-a lesson plan is a written guide for trainers plans in order to achieve the intended learning
outcomes. It provides specific definition and direction on learning objectives, equipment,
instructional media material requirements, and conduct of the training (Education Dictionaries)

What is the purpose of a lesson plan?

 gives a clear idea of where you and the students are going;
 keeps a record of what you have done;
 is a helpful guide for anyone who has to take over the session;
 gives you a base from which to review your session; and
 Provides the starting point for the next session.

What to consider when writing a lesson plan?

a. Know your students
-Ability and interest levels
-Backgrounds
-attention spans
-Ability to work together in groups
-Prior knowledge and learning experiences
-Special needs or accommodations
-Learning preferences
b. Know the content
-Subject matter that you will be teaching
-State/school district curriculum guides
-National/state curriculum standards
c. Know the instructional materials – technology, software, audio/visuals, teacher mentors,
community resources, equipment, library resources, local guest speakers, etc.

Why is planning important?

Planning a lesson is effective tool to use in the classroom, it makes the best use of class
time and ensures as much lesson time as possible is used to teach new concepts, build on
students' prior knowledge and to promote meaningful discussions. It gives teachers a detailed
outline to follow, so it helps them be even better teachers. It plays a role in the learning
experience of students and how engaged they will be in their subjects.
Even if it can feel a little overwhelming to pin down specific objectives and outcomes for
every lesson you teach, approaching students with a clear path in mind is so important to get
your entire class on the right track. That isn't to say it's always a bad thing if lessons follow their
own path, sometimes lessons need to be adapted in the moment to address individual student
concerns or ideas. Yet most of the time, you at least need some context of what your lesson is
trying to achieve to ensure it is successful. The idea of what the lesson will about should be
shared with students, so they are aware of what they should be learning.

WHAT ARE THE FIVE KEY COMPONENTS OF A LESSON PLAN?

Detailed and semi-detailed plans are the ones that can be broken down into 5 parts. The 5
parts of a lesson plan differ across websites and even across primary schools as there are many
variants, but the most common ways of dividing lessons are listed below:

1. Objectives
This is possibly the most important out of the 5 parts of a lesson plan, they are the
reason the lesson exists and should drive the activities. It is realistically the first thing a teacher
should do, giving the whole lesson a statement of purpose. Objectives should answer what
students will be capable of doing by the end of the lesson, this is what teachers should start with.
They may include things such as explain, create, define or use as just a few examples.
Often objectives use SMART criteria, they should be specific, measurable, attainable,
relevant and time-based. The aims you look at should be specific enough to be achieved in that
particular lesson, even if the lesson works towards a greater overarching aim.
Example:
"To develop an appreciation of creative writing"
"To develop an appreciation of creative writing in the short story 'The Looking Glass' by Anton
Chekhov."
In the examples above, the second aim is much more appropriate in one single lesson as it is
something that can be achieved in one lesson.

2. Subject matter
The subject matter includes the specific topic and how that relates back to the
Curriculum. It should include the sources of information or references - whether that is websites,
textbooks or some other material. It likely also lists any objects or tools teachers may use to
enhance their lessons.

3. Procedure
The procedure makes up the body of the plan, it is an explanation of how the lesson will
progress step-by-step. This is the outline of the teaching process. Applying what instructional
strategies to be used or what appropriate technique should be used in your lesson.
For detailed plans, this includes the expected routines, the activities that will go on and
the questions and answers. For semi-detailed, this is more about the procedures or steps and the
methods that teachers will use to get there.

4. Evaluation/Assessment
Evaluation is where teachers weigh up how well children understand what they've been in
that lesson, this may be as simple as some multiple-choice questions or a formative test.
Teachers will then want to look at the proportion of class who got the answers right. Ensure that
the assessment are directly and explicitly tied to the stated objectives.
Some commonly used assessment activities are:
-quizzes, tests, independently performed worksheets, cooperative learning activities,
hands-on experiments, and oral discussion and question-and-answer sessions.

5. Assignment
The assignment component of a plan is made up of questions, exercises and set of practice
specified by the teacher including focused specific questions.

Detailed lesson plan

– a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a
teacher will take to teach a particular topic. Focus on conversations and questions and answers
between students and the teacher. A typical DLP contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and Reflection,

Learning Resources:
Materials / Equipment – Equipment available for the
-PowerPoint presentations (Visual Aids) instructor
-Text Books, Journal Articles -Computer, Projector
-Multimedia materials (video or audio) -PowerPoint
-Rubric/ Checklist

Semi-detailed lesson plan

- Less intricate than detailed lesson plan. It will give an information about a lesson but it
is brief and will mainly just give an outline of the lesson.
THE 4A MODEL

Based on Kolb’s Experiential Learning Theory it aims to approach the child holistically.
It also acknowledges the past schemes of the student and integrating it to a new one so most
likely this format will bring out what has been in stored and what is missing will be filled in
eventually towards a deeper knowledge of the lesson.

PARTS OF 4A’s
1. Activity
– This will bring understanding to what the learners already know and clarity to what
learners should learn further. At this early stage, the student should already have a retrospect of
what they will be learning through the activity that will be presented.
-it helps catch students’ interests. The learners uses their prior knowledge to answer or
participate in the activity presented.
Ex. shows pictures to the students and asks volunteers to construct sentences out of the given
pictures: picture of a student reading, picture of a library with many books.

2. Analysis
– A more in-depth understanding of the lesson, it is another phase where the students will
process and classify what is valid and not. The teacher on this part will ask further questions and
will also lead as a facilitator rather than mere lecturing and sharing facts and ideas. The students
know gains a wider view of the lesson but at the same time draws closer to the main topic.
Ex. Asks students to transform their sentences into a question form.
-Uses a sample question answerable by yes/no.
-Ask guide questions: what could be the possible answer to the question?

3. Abstraction
– The teacher on this part will now focus entirely on the lesson being presented and ask
more lead questions to lead the students in reinforcing what they know and should know more.
The student here starts to feel more the importance of the lesson to her and see the necessity of it
to his/her life.

4. Application
– The word itself describes the stage as bringing the student to a more practical way of
using HOW are they going to use what they have learned and thinking of new ways on how it
can be improve further.

SAMPLE SEMI-DETAILED LESSON PLAN (4A’S)

Semi-detailed Lesson Plan in Mathematics 3: Geometry

for Secondary Third Year Level

I. Lesson Objectives
At the end of the class 100% of the students should be able to learn 75% of the lesson and be able to;
a. familiarize the formula in getting the slope;
b. find the slope of the line, with given two points on the line or equation of the line;
c. graph a line using its slope and a point on the line; and
d. volunteer on solving problems.

II. Subject Matter

Subject: Geometry
Topic: The Slope of the Line
Materials: Chalk and board, Meter stick, Power Point Presentation
Reference: Lial, Hornsday, Miller; "Intermediate Algebra". 5th Edition, Pages 427-436
III. Lesson Procedure
A. Pre-activities
1. Daily Activities
a. Prayer
b. Checking of Attendance
c. Collecting of Assignments
d. Review or Reap of the previous lesson
2. Motivation
- Lay one yard stick flat on the ground. Lay another yard stick vertically against a wall.
- Have students use terms to explain, to a partner, the positions of these yard sticks.
-Have students share the terms they came up with to describe the position of the yard sticks.
-Explain that it is hard to describe slope using everyday language, but it is easy to describe with
mathematics.

B. Presentation
1. Relate the motivational activities conducted to the topic to be discussed.
2. Introduce the topic on Slope of the Line through Power Point Presentation.
3. Ask one student to read the definition of slope.
4. Elaborate the definition and present the formula.
5. Point out the important details and rules about the topic.
6. Give some examples and ask volunteers from the class to solve the exercises.
7. Give a generalization.

IV. Assessment

Direction: Answer the following items. Write your answers on a graphing paper.

A. Find the slope of the following line through each pair of points.
1. (-2, 7); (4, -3)
2. (1, 2); (8, 5)
3. (8, -2); (3, -2)

B. Find the slope of each line.

1. 2x + y = 6
2. 3x – 4y = 12
3. x = -6
4. y + 5 = 0

C.Graph the following lines.

1. Through (1, -3), m = -3/4
2. Through (-1, -4), m =2

V. Assignment

Direction: Answer the following correctly. Have your Answers written on a one whole sheet of paper.
Pass it next meeting.

1. If a walkway rises 2 feet for every 10 feet of horizontal distance, which of the following expresses its
slope or grade?(There are more than one answer)

a. 0.2 b. 2/10 c. 1/5 d. 20%

e. 5 f. 20/100 g. 500%

2. Graph the following line with the given equation and then find its slope based on the graph you will
sketch.
a. y=6 b. x = 2 c. x = 5 d. y = 2
THE 5E LESSON MODEL
The 5e lesson plan is a student-centric learning program that was developed by the
Biological Sciences Curriculum Study in 1987. The philosophy behind it maintains that students
learn much better when adding experience to their knowledge. The 5E model has long been a
cornerstone of constructivist learning. While it was originally used for science instruction, it can
be seamlessly applied to math.

The 5E model is often associated with inquiry-based learning, active learning,

experiential learning, discovery learning, and knowledge building—all variations and parallels of
constructivism. Split into five phases—Engage, Explore, Explain, Elaborate, and Evaluate—the
5E approach helps students build knowledge from prior understandings via context-building
activities and differentiated learning.

ENGAGE
The purpose of the engagement stage of the 5e lesson plan is to conduct
a quick activity that will immediately cause the students to draw them into the
learning process. We want them to be exciting about what they are learning.
Yep, even the “boring” stuff can become fun when we present it in creative
ways.
What you want to think of here is the anticipatory set. You can read more
about this by clicking here to access my article about anticipatory sets. The
activities that you choose to do to grab your students’ attention need to be
pretty short, no longer than 5-10 minutes. Some great examples are:
Video introducing the subject
Short Game
Display with items relevant to the subject
Short story related to the subject
Quiz game
KWL chart
Role playing
Short interview with someone in the field
Remember the goal of this is to introduce the day’s or week’s lesson in a way
that excites your students. As long as it fits into a short period of time, you can
do just about anything that is fun and related to the subject at the same time.

EXPLORE
 Now that your students are excited about what you have for them to learn
about today, the next step in the 5e lesson plan is for them to explore the
subject and learn new things about it.
Once again, the more hands on you make this, the better the students will
retain the information. Having an open class discussion is one of my favorite
ways to do this. First, capitalize on what the students already know by asking
pointed questions, then start taking that knowledge and building on it. That can
take many forms:
Experiments
Art Projects
Shared readings
Videos
Extended interviews or visits with relevant people
It is important that the projects are done before class discussion so that
during the discussion time you can fill in any gaps that were not covered. It also
allows them to process the information better when there are tactile aspects to
their lesson.

EXPLAIN
The students start to recognize what they have learned based on the projects and instruction
they have already received. A CLS may be used in this part to let communication and collaboration
happen in the classroom.

ELABORATE
The elaborate phase of the 5e lesson plan uses the information that the
students have already showed mastery of to now build even further on their
knowledge. This would be an even more in-depth activity. So it could start with
some lecture but build quickly into a more hands-on approach. Once again,
classroom discussion works well here because it allows the students to draw
from what they have learned. Now they start making conclusions based on what
they are learning and how they are able to put all the pieces together.
The strength that the students learn from this activity is so valuable in
helping them to see the power of lifelong learning. And it takes the pressure of
the teacher to teach facts to a test. It also allows the students to take pride in
their ability to stretch themselves academically. You could also add case studies
here for students to be able to see how what they have learned is applied. This
can be in any form you can come up with. Some suggestions are:
Video
Craft
Experiment
Game
You will want this project to be different than what you have already done. So if
you have already done a video or experiment, go with a craft or game. Not only
does the variety keep your students engaged, it also reaches more students’
favorite activities.

EVALUATE
There is a lot of freedom in the evaluation stage of the 5e lesson plan.
You can do a formal written test if that is what your school requires. Or you can
do evaluations based on the knowledge displayed by the students during their
presentations and other activities. Both methods have advantages. Formal
testing helps them in academia because they will be taking tests as long as they
are in any school setting. But evaluations based on performance in the
classroom is more of a real-life scenario.
Making your testing a combination of the two makes this the best of two
worlds. And that is only beneficial for your students. While it is training them in
both academic and real world settings, it is also allowing their grades to be
better based on whichever method of testing they are stronger in.
https://www.researchgate.net/profile/Douglas_Clements/publication/258933053_TEAM-
Tools_for_early_assessment_in_mathematics/links/56f712b508ae38d710a1c177/TEAM-Tools-
for-early-assessment-in-mathematics.pdf

References:
https://info.stemscopes.com/constructivist-teaching
https://continuallylearning.com/top-10-cooperative-learning-structures/