Lesson Plans: Integrating Math and Science Bernice Richmond Grand Canyon University Lesson Plans: Integrating Math and Science Unit Title: Property Matters Grade Level: 3rd NCTM Standards: Grades 3–5 Expectations: In grades 3–5 all students should– • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; • understand the need for measuring with standard units and become
which is a great technique to keep students interested towards the lesson. Once the students finished the share and show activity, Ms. F would discuss the solution using the smart board. For an individual activity, Ms. F would use “On Your Own” worksheet. She would assign reteach center students to solve few single step problems while asking enrichment center students to solve a multi-step H.O.T (Higher Order Thinking) problem setting up the timer to 10 minutes. Once the assigned time was over, Ms
goals. The Friday’s agenda was listed as below - Ms. K’s Friday Math Goals Lesson 1.8 Addition to 10 I DO Engage - Math Board WE DO Teach and Talk - Unlock the problem Practice - Share and Show YOU DO –pg. On your Own H.O.T -Summarize -Math Worksheet Ms. K began the afternoon lesson by reviewing the assigned homework from the previous day. She would present the solution on the SMART board to allow students compare with their findings. In between she would ask students to explain the steps they
1999). Teaching Techniques The driving force behind the standards-based strategy to mathematics direction has actually been the requirements established by the National Council of Educators of Mathematics (NCTM). The Fundamentals and Specifications for School Mathematics, released by NCTM in 2000, describes the concepts and requirements for establishing a thorough school mathematics program. The file marks 6 leading concepts connected to equity, educational program, training, discovering, evaluation
ContentID=11571 4/27/2006 Print Article Page 3 of 14 recommendations of the NCTM were reflected, or indeed could be reflected, in an instructional program supported by a testing program such as the Virginia SOL tests. Such tests, being touted as the sole determinant of whether a child had mastered the curriculum, might seem to contradict the spirit of the evaluation standards described by the NCTM. This study began with the premise that teaching is an enormously complex task. It looked
That can be graded in a similar manner so you can compare student’s achievement. • GO Math: An elementary comprehensive mathematics program that includes minimal literature. This standardized program supports the Common Core State Standards and the NCTM Curriculum Focal Points (Houghton Mifflin Harcourt, 2015). • Assessment: Includes different ways to evaluate a student’s knowledge and understanding of topics taught within each subject. • Unit: A part of a chapter that concentrates on a specific topic
procedures that were applied. Thinking mathematically helps students make connections between mathematics and the real world, which supports students? ability to engage in data analysis and interpretation. As adults, we do not encounter math problems as worksheets full of algorithms. We use mathematical thinking to solve problems everyday. This is an important skill that our students need as adults so they can address, handle, settle or solve real world issues, problem, and situations. One main concern among