Daily Planning for Todays Mathematics Classroom

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Daily Planning for Todays Mathematics Classroom

• Math 413
• Professor Mitchell
• Concepts taken from Daily Planning for Todays
  Classroom by Kay M. Price and Karna L. Nelson

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Introduction

• An effective lesson plan begins with a relevant
  clearly written objective.

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Definition and Purpose

• An objective is a description of a learning
  outcome.
• Objectives describe where we want students to go
  not how they will get there.
• Well written objectives clarify what teachers
  want their students to learn, help provide lesson
  focus and direction, and help guide the selection
  of appropriate practice.

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State and National Standards A Source of
Objectives

• http//www.nctm.org

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Example of a State StandardContent Standard1
Grade 4

• Use models, benchmarks and equivalent forms to
  judge the size of fractions (in relation to
  ½,1/4, ¾ and the whole and decimals in situations
  relevant to students)

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Number and Operations Standard for Grades 3-5
Expectations Example of the NCTM Standard

• In grades 3-5 all students should-Use models,
  benchmarks, and equivalent forms to judge the
  size of fractions
• Recognize and generate equivalent forms of
  commonly used fractions, decimals and percents

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From General to Specific Going from State
Standards to Objectives

• While state and national standards provide
  general content ideas, teachers are responsible
  for writing their own objectives for their
  lessons, activities and units.
• A teachers job is to translate the standards
  into useful objectives that are used to guide
  instruction.
• The learning outcomes included in the objectives
  will then be linked to the state standards.

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How standards, goals, and objectives differ

• Specific Objectives include specific learning
  outcomes where standards include general outcome
  statements.
• Goals may be general, for example, understand
  the concept of fractions.
• Long-Term or Short Term Objectives are
  considered short term, they describe the learning
  outcome typically in days, or weeks.
• Goals and standards describe learning outcomes
  that may be in weeks, months or years.

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How standards, goals, and objectives differ

• Uses Objectives are used in lesson and activity
  plans and IEPs.
• Measurable annual goals are included in IEPs.
• Goals may also be found in units of instruction.
  For example, a goal may be to understand how to
  add fractions.
• A specific objective may be to be able to add
  fractions will common denominators.

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Examples of Goals and Objectives Related to State
Standards

• Students will write answers to 20 subtraction
  problems (two-digit numbers from three-digit
  numbers with re-grouping) on a worksheet, with
  two errors.

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The Four Components of an Objective

• Content- In the example given the content is
  subtraction problems (two-digit numbers from
  three-digit numbers with re-grouping)

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Behavior

• Behavior- the behavior tells what the students
  will do to show that they have learned.
• It is a verb that describes an observable
  action. In this example the behavior is write.
  The student will demonstrate knowledge of
  subtraction by writing the answers to the 20
  problems. (See Bloom)

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Condition

• Condition-It is important to describe the
  conditions or circumstances under which the
  student will perform the behavior.
• In the example objective, the condition is on a
  worksheet not in a real world context.

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Criterion

• Criterion-The criterion is the level of
  acceptance performance, the standard of mastery
  of proficiency level expected.
• In the objective above, the criterion is with two
  errors.

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Examples and Nonexamples of Content

• Add unlike fractions with common factors between
  denominators
• ________________________________
• Add fractions on page 42, 1 to 7

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Examples and Nonexamples of Behavior

• Diagram, operate, order, compare/contrast
• _________________________________
• Know, understand, memorize, learn

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Examples and Nonexamples of Conditions

• Given ten problems and a calculator
• __________________________________
• Given a blank piece of paper, when asked by the
  teacher (obvious)

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Examples and Nonexamples of Criterion

• With no errors
• With 80 percent accuracy
• Within 10 minutes
• To the nearest tenth
• __________________________
• As judged by the teacher
• To the teachers satisfaction

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A Final Thought

• It is very important to begin your lesson or
  activity with a clear idea of what you want your
  students to learn.
• Writing a specific objective with the four
  components will cause you to think this through.
• When teachers experience frustration with a
  particular lesson, they often have not stated a
  measurable objective.
• If you clearly state the objective, you will
  know if your activity or lesson and your intended
  learning outcome match. You will be able to tell
  if your teaching was effective and whether your
  students learned.