Lesson Plan
Goal 2: Reflection
The standards based lesson plan I created was developed from the “Everyday Math” curriculum.
This particular lesson allows students to create arrays to represent multiplication problems. This provides the students with a hands on approach to learning the meaning of multiplication. Providing a hands-on approach is important because students need to be able to visualize their learning. Students also need to take part in their own learning, and one way of doing this is to provide them with the opportunity use their own hands and create problems.
For this lesson I took a lesson from the curriculum book, revised
it and implemented it to several second graders. This lesson plan shows that I
have created a lesson that applies to several different Math standards.
Learning Standards
2.PS.8 –
Use manipulatives to model the action in problems.
Key Idea – Students will be able to use
objects to represent what the problem looks like.
Performance Indicator – Students will
be provided with a variety of objects to use to create arrays to represent
multiplication problems.
2.PS.10 – Explain to others how a problem was solved, giving strategies and justifications.
Key Idea – Explaining their solution to
a problem will help others who may be confused see how an answer was
established. This could also introduce a new way of answering the problem to a
student.
Performance Indicator – Students will
be asked to explain their answer and how they got their answer to the problems,
throughout the entire lesson.
2.CN.1 –
Recognize the connections of patterns in their everyday experiences to
mathematical ideas.
Key Idea – Students need to understand
that multiplication has a purpose and that it is used every day.
Performance Indicator – Students will visualize this by using objects such as tomatoes and money to see an everyday activity using multiplication.
3.N.19 –
Develop fluency and apply single digit multiplication facts.
Key Idea – Students need to know their
single digit multiplication facts. Practicing them will develop fluency.
Performance Indicator – This lesson demonstrates what each fact really is. It provides meaning behind the problem.
3.N.21 –
Use the area model, tables, patterns, arrays, and doubling to provide meaning for
multiplication.
Key Idea – Understanding what a multiplication problem is, is crucial to a student’s ability to use multiplication.
Performance Indicator – Students will look at and develop arrays for given multiplication problems.
This evidence shows that
lessons can adhere to several different standards. In this particular lesson students
were learning one major topic, multiplication, but were learning several different
skills that are important to their knowledge.
This lesson also shows that I have created a lesson that helps students develop a conceptual understanding of a mathematical topic. For this particular lesson the students learned the meaning behind multiplication. The students were required to create arrays to develop multiplication problems in order to visualize what a multiplication problem would look like. Without this knowledge it would be hard for students to understand what exactly multiplication is.
Growing up I never understood the meaning behind certain mathematical concepts. Multiplication was one of those topics. Therefore, I know how important it is to develop a conceptual understanding of mathematical concepts. Without an understanding of a topic it is very difficult to use that math concept in a real-life situation, which is a major reason of learning the topic to begin with.
