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• Instructional techniques not have to look at her interpreter and write notes at the same time.
• Engagement strategies
• Materials and Integrated Students who need a challenge can come up with their own problems to solve or start thinking
Technology list
about how to find the volume of a different type of prism.
Using whiteboards and group work is a highly-effective engagement strategy for this group during
Math instruction.
Materials:
-Math journals
-Math hardcover textbooks
-Math homework books
-Whiteboards
-Dry erase markers
-Erasers
-Exit Ticket printouts
-Document Camera
-Projector
VI. Modeling: I Do I do #1: Page 261, #7. I will model for the students how to find the volume of a cube and the
SHOW/TELL (Visual/Verbal Input) generalize that to find a formula that works for the volume of any cube.
What will I show/demonstrate for
students? What will I tell them?
HOW/WHAT (Questioning and I do #2: Pg. 262 #11. I will model for students how to find an unknown side if given two sides and
redirecting) the volume of a rectangular prism. I will write an equation using V=lwh and the given information. I
How to do as well as What to do will then model the necessary steps to get the unknown variable on one side and solve.
VII. Checking for Understanding Check #1: What is the volume of a cube where one side has a length of 3 centimeters? Write the
Samples of questions to be asked answer on your whiteboard.
Ways in which students will respond and
be engaged
Formative assessment strategies to be Check #2: Pg. 261 #4 on whiteboards with groups.
implemented
Each time the students do a problem on the whiteboards, it is a check for understanding and helps
Math Lesson – 5th Grade
me to formatively assess their understanding. I will also be walking around during these times to
listen to their conversations.
VIII. Guided Practice: We Do We Do #1: Pg. 261 #2, 3, 5. Walk students through the steps to find a formula and find it.
What do the teacher and student do
together?
We Do #2: Pg. 261 #7. Draw a diagram showing what we know. Write out V=l*w*h. Substitute in
How will a gradual release of
responsibility be accomplished? values we know. Get the variable to one side. Solve. Write the unit.
IX. Collaborative (You Do Together) Pg. 262 #2 on whiteboards with groups.
and/or Independent Practice (You Do)
What practices will be demonstrated?
X. Closure Read the “I can” statements again.
How will the ‘I can’ statement(s) be Read and distribute exit tickets, tying to “I can” statements.
reviewed?
How will students be involved?
What connections to future learning will Do #1 of homework to show what the problems are asking them to do.
occur?
XI. Assessment The exit ticket, which has two questions, will show if the students met the learning target.
What evidence supports that the
target(s)/objective(s) were met?
My students should be able to tell and use the volume formula for a rectangular prism. They should
What do my students know, understand
and are able to do now? be able to use this formula to find an unknown side of a rectangular prism.
What formative assessments will be
used to inform instruction? The whiteboard checks and circulating during check for understanding and collaborative helps me
to informally formatively assess.
The exit tickets are a formal way to formatively assess.
I will also formatively assess as I help them with their homework, as they have to work on it during
class. I will also formatively assess again when I look through their homework when they turn it in
the next day.