Content Knowledge

The study of operations is not as extensive for first-year students. An introductory topic teaches students how to do various mathematical operations on integers smaller than ten. It will cover basic mathematical processes such as addition and subtraction. The primary emphasis is on numerical addition and subtraction. This strategy will ensure that the lesson runs smoothly (Bradley, 2012).

The distinct orientations of the students are defined by classroom and student characteristics. In this lesson, the student factors are the peer groups, and of young people who need maximum guidance to do something in class. This group of abstract students does not understand anything.

The classroom is cool and fit for the students who will take on this unit.

However, the group is manageable for easy grasp of facts and ideas of the work (Edmund, 2013). It will employ the IEP to meet the needs of the child and the 504 plans will change the environment to make the students happier and consistent. These affect the plans as they ensure an inclusion of all the students into the education program.

National / State Learning Standards:

After the lesson, all students should handle any mathematical operations fit for grade one without difficulty. That is the set standards that the national education body has for them.

Specific learning target(s) / objectives:

Be able to understand the meaning of operations and the different types of operations

Learn how to do different operations in mathematics

Develop how to operate on small numbers and bigger numbers by simple techniques in technology.

Teaching notes:

The topic falls under mini-lessons and group work. Mini lessons are for junior students who are learning new concepts. The aims are to introduce the concepts to students and have a little expansion on it.

Agenda:

(1) Involve the students by asking questions to attract their attention. It works in gathering (Singh, 2010).

(2) Introduce the concepts of the lesson to the students and make them know how important they are for the study.

(3) Conclude the first part of the lesson by informing the students the expectations from the unit and the needs for the future.

Formative assessment:

The process will be on a normal learning time, followed by some assessment after every subtopic (Singh, 2010).

Assessing the students is by little exercises and examples in class. They will show if they master and understand the work, they are meeting and having in class.

Results from these tests indicate the progress of their work.

Academic Language:

Key Vocabulary:

Operations

Mathematical operations on numbers

Addition or plus

Subtraction or minus

Teaching the terms will involve the definitions and explanations of each term separately.

Applying the different terms, like addition and subtraction will help in making the concepts clear to them.

Function:

The terms are to express the new concepts to students and make them learn easily.

Later, students should demonstrate understanding by mastering the definitions and learning to differentiate them in all the cases.

They can extend the same concepts to their fieldwork.

Form:

Learning of the terms and concepts will come up in different lessons and times to avoid confusion of students.

Little examples, from counting will be relevant for the unit.

Present real life examples for both terms. Class assessments allow students to show their ability (Mishra, 2009).

Instructional Materials, Equipment and Technology:

Textbooks

Student notebooks

Counting objects

White or writing boards

Projector for the teacher

Grouping:

Little groups of three will be the most appropriate to test if the students can handle discussions. For grade one students, they will have guidance of what to do in each group, and have examples to test their understanding. Easy management of a class translates to delivery of quality work and services (Edmund, 2013).

II. Instruction

A. Opening

Prior knowledge connection:

Operations on numbers connect to simple counting they had in previous units. Simple counting was a developing topic that added more work on the previous lessons, by testing the student ability to count more. That was addition. For subtraction, there was less counting by removing some objects in the list.

Anticipatory set:

Students will easily think and be flexible in dealing with numbers. They also get the sense of numbers and their use in life.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

I will introduce the topic, explain the technical terms and give the first examples to students.

Transition statements include ‘as we move to the next item, we will see…’

Essential question to ask is if any student has some concern over the lesson.

I will also provide assignments and tests, mark them, give results and help students identify their weaknesses.

Students will need to listen and take notes. They need to follow these by doing studies and examples.

Students will need to understand that the lesson is changing from one item to another.

Raising issues or showing satisfaction of the lesson is necessary for the students to make the next moves with the lesson.

Students will have to do little exercises suitable for grade ones. The teacher will crosscheck and advise where they find difficulties.

Application of psychology to understand the behavior of each student during the introduction indicates understanding.

Challenged students will have difficulty in transitioning from one subject area to another.

It is easy to show if the issues students raise are genuine or not plus the needs to change the lesson plans.

Different performances will indicate the needs of students from one concept to another.

III. ASSESSMENT

Summative Assessment:

The summative assessment will include questions from different topics and sections in the unit.

Random questions show the student’s mastery of concepts from addition and subtractions, which form the core concepts of the unit.

To the learning objectives, it shows if the students achieve them or not.

The unsatisfactory results of these measures will mean learning techniques to the students.

Differentiation:

The same questions for the other students will apply for challenged students.

By this time, it is possible to know how each student and what they can do in class. Their points of weaknesses will be easy to solve.

Changing the lesson practicalities will indicate the needs to learn and make changes to the unit improvements.

Closure:

Students can share with their colleagues and help those who did not grasp the concepts.

As a closure, it is wise to ask students how they felt about the lesson. The challenges they faced and their needs for improvements. Any areas that are within my ability as a teacher will be handled to help them achieve the best.

Besides, they should reveal their weakness areas in the study.

Homework:

Homework tasks include exercises from different textbooks. It will act as a drill to ensure they grasp all the concepts correct. At the end of all these homework exercises, they will have the concepts and be ready for the examination questions that can come from this topic.

Second Lesson Plan: Use of Technology to Teach Mathematics

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Grade One

January 16, 2017

Mathematics

Using Technology in Teaching and Learning Mathematics

I. Planning

Lesson summary and focus:

Teaching students how to handle mathematical problems using technology aids will be the major focus of the topic. Major lesson focus is addition and subtraction of simple figures and numbers. Some of the technology in study is computers and calculators. Computers and their relationship to technology are necessary for the education of students as it aids their learning.

Classroom and student factors:

The classroom has few students who are developing from grade one to another. Understanding the ability to master the use of these technological devices in doing classwork will determine the development of each student. The 504s will indicate the needs of each student and the possible changes to do to bring changes to the development of the student.

National / State Learning Standards:

Apply the necessary technology in solving mathematical problems in the mathematical field.

Specific learning target(s) / objectives:

1.Use computerized methods to solve mathematical problems.

2.Master the art of using technology in all the fields of mathematics.

3. Extend the learning to different levels of learning mathematics.

Teaching notes:

Technology falls in under concept teaching and explanation (Buckingham, 2013). This teaching aid explains the concepts deeper for easy understanding. It is a learning aid that most teachers in technical fields use and apply in their field.

Agenda:

Explanation of the needs of using technology for some parts of the unit the students do not understand.

Familiarizing the students with the technology in question.

By the end of the lesson, they will be able to understand when their learning will be over.

Formative assessment:

Assessing the use of technology by different students will indicate their development and mastery of concepts.

Assigning students work from the broad areas of the topics and combine questions from different books. This idea brings out the variety of problems that open their eyes to do better.

Diversity opens minds of students and gives the teacher a prober base for assessing the needs of each student.

Academic Language:

Key vocabulary:

Computers

Calculations

Using computers and calculators in solving operations

Accurate calculation using technology

They open the eyes of the students in meeting the needs of the curriculum (Bradley, 2012).

Function:

They will open their eyes to present the exact concepts hey are to handle in class and further studies of the lesson.

Form:

Organizing the language is in choosing only the relevant ones for the students.

Teaching these languages and their applications aids the understanding of concepts and their importance.

Instructional Materials, Equipment and Technology:

Simple calculators

Grade one computers

Textbooks

Notebooks

Writing boards

Grouping:

Little class groups of three will help in discussions and other necessary group assignments. Besides, it becomes easy to exchange ideas in such groups.

II. Instruction

A. Opening

Prior knowledge connection:

Earlier operations that were difficult to students will be easy to solve using technology. They simplify the operations on numbers.

Anticipatory set:

Students will find diverse ways of handling mathematical operations using different approaches.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Explain the concepts of the technology in use.

Guide students in starting the basic applications they have for the technology.

Give exercises and other forms of practical lessons to students to try out.

Explain to the students the difficulties they meet in using such technology.

Students should take notes and begin to rad these concepts.

They need to apply these lessons in class and home.

The students should take on the exercise, do them and submit for marking.

They should present the difficulties they meet in using the technology and assistance will be necessary.

The lesson plan will define how students with challenges will find motivation in what they do.

Some are easy to handle but cases that require changes will be useful for the teacher.

Students who need extra time with the teacher will get the first priority from the class teacher.

III. ASSESSMENT

Summative Assessment:

Assessment includes class and take-home assignments. This will show how they are progressing from one concept to another.

Any areas of difficulty will be easy to handle using the available technology in the education sector.

Differentiation:

They should show their understanding of the explanations from the extra classes.

Closure:

Students can share their experiences through discussions with colleagues. They can say what they loved or hated in the class, and as for assistance on concepts, they need on technology.

It is wise to ask students their experiences and their feelings if they met the same lesson again in a different class. Important to note is their comments on the manner the teacher handled the lesson and if they will be willing to work with the same teacher in another lesson.

Homework:

More exercises and assessment questions will be god for the students. Coming up with questions to find their mastery is a good way of assessing the teacher as well. It demands a cool way of doing most mathematical evaluations.

Reflection on Field Experience Choices

The choices on field experience take care of structures and items around the school environment where students can have their knowledge tested. Some of these include counting of little objects then combining the concepts of technology in confirming their answers. Some mathematical concepts are operations, which range from addition, subtractions, combined operations and more. Computing helps in such cases and make important technology in learning mathematics. It will be evident to students when the counting comes in and the ways other experts ensure they achieve all they can.

The importance of technology to business people ensures mathematical operations are accurate and acceptable. The right measure balances the structural appearances (Buckingham, 2013). Students will understand these happenings and the dangers of committing errors. Besides these, other activities like business include these technologies in handling their services and sales. (Mishra, 2009). These are broad areas, and students will gain a bunch of examples to assist them to understand the concepts greater. Using technology in all these increases the efficiency of the business people and workers in such environments.

After the study, students can figure out anything that combines these concepts and makes it easy for them to understand. As they begin to reflect on the same, the ideas will improve their reasoning periodically (Edmund, 2013). The combination of class exercises; technology and field practice finalizes what they learned in class. In an exam, they will employ these techniques for their study and make it easy for them to read and understand more in the mathematical field.

In this research, it is essential to state that the choice of the practical methods does not depend on any influence. It takes the decisions from anything they meet in the environment. It is because of the random and sometimes frequent presence of the structures whose designers utilize technology to come up. They master the art of the technology and know the right times and places to use technology. In the old days, these inventions of technology-aided learning were not in use. It is, therefore; better to acknowledge the uses today by following their right applications in the practical life.

References

Bradley, S. (2012). Robots in K-12 education: A new technology for learning: A New Technology for Learning. Hershey, PA. IGI Global.

Buckingham, D. (2013). Beyond technology: Children’s learning in the age of digital culture. New York, NY. John Wiley and Sons.

Edmund, N. (2013). On becoming a teacher. Berlin, Germany. Springer Science & Business Media.

Mishra, R. (2009). Lesson planning. New Delhi, India. APH Publishing.

Singh, Y. (2010). Micro teaching. New Delhi, India. APH Publishing.