Teaching Mathematics with Formative Assessment

This assignment provides a detailed outline of how to teach mathematics in the classroom using formative assessment techniques. The assignment includes strategies such as check for understanding, dipsticks, think time, and periodic review. It also discusses the importance of checking students' progress and providing feedback to ensure they understand the material. Additionally, it suggests using technology to enhance teaching and learning, and provides references to relevant research and resources.

SAMPLE LESSON PLAN FOR A MATH CLASS 1
Sample Lesson Plan for a math Class
Name
Date
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SAMPLE LESSON PLAN FOR A MATH CLASS 2
Grade Level: One Discipline: Maths
Content Standard: Less than, More than, and Equal to Concept
The unit being prepared for is mathematics for lower grades (grade one or two) and the unit is about making
comparisons about numbers and being able to understand the use of less than, greater, than, and equal to
concepts. the goal is for students to use the symbols of less than, greater than, and equal to and compare two
digits and identify the suitable symbol to use. To prepare, the teacher will need the following materials: index
cards, plastic baggies, game worksheet for less than, greater than, and equal to (two games), pencils, and
white-board (interactive). To prepare, the teacher will create a set of numerals with the index cards for each
student and each set placed in the baggies. The students will need to learn and know the less than, greater than,
and equal to concepts and their symbols, whey they are used, situations where they can be used, and know
how to use them for various class tasks. The teacher will introduce the topic, use memory recall, explain the
concept with an example, ask learners to undertake tasks as a group, have a class discussion, and then have
them do individual independent tasks, and then review learning to know if it is successful
LEARNING OBJECTIVES
Describe the Independent Work: The lesson plan is for a mathematics class in which the learners will be
required to compare quantities by demonstrating an understanding and knowledge of the lees than, more than,
or equal to concepts in math
Lesson’s Learning Objective: The students will be able to make comparisons between the number of objects
separated into two groups using the words equal to, greater than, or less than for making the comparisons
Learning Objective as stated to the students:: You should be able to compare the numbers in row one and row
two as shown in your learning material using the terms less than, greater than, and equal to
Check for Understanding (CFU):
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SAMPLE LESSON PLAN FOR A MATH CLASS 3
Understanding will be checked for through the use of Dipsticks through a formative assessment strategy: this
approach has been shown to double gains from student learning (Finley, 2014). Formative assessment is the
frequent and interactive checking learners’ progress of learners as well as their understanding so as to
identify their learning needs and adjust instruction approach as appropriate. The students will be asked
whether they know the symbols for equal to, less than, or greater than and their contextual meaning
PREVIEW OR REVIEW
Learning does progress from primary knowledge with the presented material being just secondary learning
and is based on the constructionist theory(Grassetti and Brookby, 2016). This will be undertaken using a
Class brainstorm Web, which is a free for all exercise (Alber, 2011): the teacher will write the words greater
than, less than, and equal to, and ask the students to mention situations where the words can be used from a
mathematics perspective, for instance, if you pay the amount equal to what has been purchased, you get no
change (equal to)
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
The students prior knowledge (primary knowledge) is verified and it is identified that they do not know the
meaning of the symbols and their use context by checking for understanding which is essential for helping
the teacher make instructional decisions (Bogdanovich, 2014)
EXPLAINATION
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SAMPLE LESSON PLAN FOR A MATH CLASS 4
The big idea is for the students to know the contexts in which the terms less than, greater than, and equal to
can be used in studying and daily life through a maths lesson employing those terms
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
The teacher will then verify, from the preview of prior knowledge and their answers during the class
brainstorming web whether they understand the terms and the context in which they can be used
EXPLANATION
The terms are very important to know, because in everyday life and in study, students will encounter such
instances. For example, when told to write ten sentences, then the sentences written by the student must be
equal to ten, not less than or greater than. It is also a foundation for arithmetic for the students and
understanding such basic concepts will be crucial in future comprehension of math and math problems.
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
To verify if students understand why the skill is important, the teacher uses the class brainstorming web by
asking them how they know if their parents are older than them.
EXPLANATION
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SAMPLE LESSON PLAN FOR A MATH CLASS 5
This will be an explicit explanation in which the teacher uses modeling to show the learners how it is done
(Ray, 2006). The teacher will use a box of blocks and create two groups using the blocks. One group will
have more blocks than the other. The teacher then explains to the learners the meaning of equal to, greater
than, and less than using the blocks.
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
The teacher will ask two students to come forth and compare two groups by arranging one group of blocks as
being less than, equal to, and more than the other group. The teacher will then switch the blocks and ask the
students to compare the groups and state which words (equal, greater, or less that applies to them .
Understanding means getting the answers correct ( a given percentage of correct responses).
MODEL
The concept as would be used by an expert to solve the problem is then explained to the students, with the
main approach being to count accurately the blocks in one group, and then count the blocks in the other group
and make a comparison. After doing this, the student can decide if they are equal to, less than, or greater than
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
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SAMPLE LESSON PLAN FOR A MATH CLASS 6
These will be verified by having a class discussion by writing a problem on the chalk board and evaluating
understanding of all the aspects of the lesson. The following problem is written: Ann has been given a job by
the neighbor to clean their lawn and will be paid $ 5 per hour. Ann wants to earn $ 50 to pay for an upcoming
school tour. If she works ten hours, will she attend the school trip and why? If she works six hours , will she
attend the school trip and why?. If she wants additional $ 20 for refreshments, what must Ann do and why?
DEMONSTRATION
The question is discussed and answered using square paper cards where students first perform arithmetic and
multiply the pay with the number of work hours to get total earnings. Then on one set of cards, the conditions
are written and on the other the answers. The learners should then assign each answer card to the condition it
satisfies; for example, to fail to pay for the trip, Ann will have worked less hours 9where money earned is less
than what is needed).
Demonstrate: CFU:
CFU is done by asking students randomly to give an answer to each of the questions (conditions). The teacher
then asks why it is important to know what is equal to, less than, or greater than and how they are applied
GUIDED PRACTICE
A worksheet named ‘Count the Coins’. That each student will work with one partner to complete. The
students will then solve the problems as the teacher walks around the room to check their progress and ensure
they are doing it correctly by counting and answering appropriately. This exercise takes ten minutes
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SAMPLE LESSON PLAN FOR A MATH CLASS 7
CFU: Popsicle Sticks, Go Kinetic, Time to Find the Answer, Think Time, Paraphrase
By checking students progress, their ability to know what is being done, why the skill is important, and how it
is done, is verified by looking at the given answers
CLOSURE
After the exercise, the student asks the learners their answers, and in addition asks them to describe how they
arrived at their answers
FORMATIVE ASSESSMENT
INDEPENDENT PRACTICE
This will entail an independent work time for 15 minutes where they are each given a worksheet to count
animals to complete by themselves. The students are told for the worksheet, they need to identify which group
on the left has more animals than, less animals than, and equal animals to the groups on the right. The
students are also given the number match up sheet to match numbers by putting the terms greater than, equal
to, and less than in the middle empty space between two sets of numbers. After this, the while class goes over
the responses given (Bravender, McClure and Schaub, 2015)
DAILY SUCCESS HOMEWORK
The lesson is extended through a homework on the subject taught that day to enrich their learning
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SAMPLE LESSON PLAN FOR A MATH CLASS 8
PERIODIC REVIEW
The periodic review is done after 2 days in the first week, and after 6 days (week 2) where the homework is
marked and another review is done in class by assessing students ability to recall and apply the principles
learned. Students are asked to take a paper and divide it into columns (4) and the ask them to draw five circles
in column 1 and three in column two. Ask them to circle the group with fewer circles and tick the one with
more circles. This is repeated for all other conditions.
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SAMPLE LESSON PLAN FOR A MATH CLASS 9
References
Alber, R. (2011). Are You Tapping into Prior Knowledge Often Enough in Your Classroom? | Edutopia.
[online] Edutopia. Available at: https://www.edutopia.org/blog/prior-knowledge-tapping-into-often-
classroom-rebecca-alber [Accessed 4 Mar. 2018].
Bogdanovich, P. (2014). The Importance of Checking for Understanding. [online] Dataworks Educational
Research. Available at: https://dataworks-ed.com/blog/2014/07/the-importance-of-checking-for-
understanding/ [Accessed 4 Mar. 2018].
Bravender, P., McClure, H. and Schaub, G. (2015). Teaching information literacy threshold concepts.
CHICAGO: AMER LIBRARY Association.
Finley, T. (2014). Dipsticks: Efficient Ways to Check for Understanding | Edutopia. [online] Edutopia.
Available at: https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley
[Accessed 4 Mar. 2018].
Grassetti, M. and Brookby, S. (2016). Advancing next-generation elementary teacher education through
digital tools and applications. Hershey PA: Information Science Reference.
Ray, K. (2006). Exploring Inquiry as a Teaching Stance in the Writing Workshop. Language Arts, 83(3),
p.239.
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