Lesson plan

Paper details:
You are a fifth-grade teacher. In an effort to provide learning that is meaningful for all students, the principal has issued a school-wide challenge to all teachers to increase the use of manipulatives during mathematics instruction. Your task will include identifying four hands-on and virtual mathematical manipulatives and creating a lesson plan that uses one of those manipulatives. For the purpose of this task, you will focus your choices on manipulatives that would be appropriate for a diverse student population. Requirements: A. Describe four hands-on mathematical manipulatives (suggested length of 1–2 pages). 1. Discuss two advantages for each hands-on manipulative described in part A. 2. Discuss two disadvantages for each hands-on manipulative described in part A. B. Describe four virtual mathematical manipulatives (suggested length of 1–2 pages). 1. Discuss two advantages for each virtual manipulative described in part B. 2. Discuss two disadvantages for each virtual manipulative described in part B. C. Create a fifth-grade lesson plan based on one hands-on or virtual manipulative described in either part A or part B. 1. Describe each of the following seven components in your lesson plan from part C: • identification of general information (e.g., topic, grade, student grouping, seating arrangement) • identification of standards and measurable objectives (condition, behavior, and criterion) • identification of materials/resources for students and teacher • description of prerequisite skills or connections to previous learning (i.e., What previously learned skills are necessary for students to be able to participate in and benefit from the planned lesson?) • explanation of presentation procedures for new information, guided practice, independent practice, and culmination • explanation of differentiated instruction accommodations • explanation of assessment Note: You may use one of the attached lesson plan templates or any other lesson plan template of your choosing. However, whichever lesson plan template you choose should support the lesson plan requirements and be completed in detail. D. Discuss the instructional approach you chose (suggested length of 1–2 pages) by doing the following: 1. Explain how one research-based instructional approach is used in your lesson plan from part C (e.g., collaborative learning, project-based learning, discovery-based learning). 2. Justify how the hands-on or virtual manipulative used in your lesson plan from part C will enhance student mathematics learning outcomes. 3. Describe an additional activity that uses the alternate manipulative type from the one included in your lesson plan from part C (i.e., if you used a hands-on manipulative in your lesson, use a virtual manipulative, or vice versa). E. When you use sources, include all in-text citations and references in APA format.

LESSON PLAN TEMPLATE

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays)

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s).

Lesson Objective(s):
(e.g., what students will accomplish by the end of a single lesson; needs to align with core
curriculum/student achievement standard)
Should be measurable (condition, behavior, and criterion).

MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson for teacher and students (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates)

Resources:
Supplementary information and/or places where you found information for the lesson

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1.    Student Prerequisite Skills/Connections to Previous Learning:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)

2.    Presentation Procedures for New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)

3.    Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding—including any questions to ask or anticipate from students)

4.    Independent Student Practice:
(e.g., teacher monitored, check for student understanding—including any questions to ask or anticipate from students)

5.    Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding—including any questions to ask or anticipate from students)

Instructional Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)

Differentiated Instruction Accommodations:
Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.

Use of Technology:
Teacher or student

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).