Plan to Teach Math

Lesson Plan

Decimals and Fractions

(What you want to achieve)

by the end of the session the learner will able to:

S.M.A.R.T (Specific -- Measurable -- Achievable -- Realistic -- Time-scaled)

National Curriculum

Resources

Impart to students how to assess, identify, classify and label different number forms.

Should be able to label and classify the following types of numbers: Whole numbers, counting numbers, non-whole numbers, rational numbers, at least some basic irrational numbers, etc. Learning will occur over a four-week period. It shall start with the basics and there will be interim quizzes and tests to ensure that the knowledge is being absorbed. Poor performance on such quizzes and tests may require that some topics be re-covered or drilled down on.

All should be able to understand basic decimals and fractions.

Many will be able to do most but not all of the work

Some will master all of it.

GCSE Higher Tier

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OHP

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Dictionaries

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VIDEO

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ILT

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CD player/cassette

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Other (please specify)

Anticipated Problems and Remedial Strategies (**including issues linked to first language, learning styles, attendance, punctuality, etc., etc.

There might be some confusion about similar but different types of figures, when/how to round, etc.

Assumed Knowledge

Students should be able to count at least basic numbers and have at least a concept of basic topics such as positive/negative numbers, whole numbers, etc. even if they do not know the technical terms. Ability to add, subtract, multiply and divide are a necessity.

Strategies for Differentiation

Mixed learning styles: Kinaesthetic ( Audio ( Visual (

Opportunities for individual & group work ( Task-based learning ( Graded tasks / worksheets (

Supplementary work ( Closer monitoring of weaker students ( Mixing students of different / same abilities (

Others / Comments: Heavy focus on walking and talking through problems and then allowing students to do the same.

Time

Stages of Lesson/Content

Procedure: Learner Activity/Tutor Activity including Assessment of Learning (e.g. question & answer, concept checking, individual/group feedback, self - assessment, peer correction etc.)

2 days

Define decimal places, decimal points, etc.

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

2 days

Define fractions including types and so forth

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Convert fractions to decimals and vice versa for simpler figures

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Convert fractions to decimals and vice versa for repeating decimals, etc.

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Adding and subtracting fractions

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Dividing and multiplying fractions

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Tips/tricks with decimal points and math

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

1 day

Test for entire section.

Collect and measure results. Conduct remedial teaching on personal or group basis as needed.

Homework/Evaluation of your session/action for next session -- Home work for each section will be sent home on a nightly basis. Amount of homework will not be over-whelming but several questions will cover each topic.

Inequalities

AIMS:

(What you want to achieve)

Objectives: by the end of the session the learner will able to:

S.M.A.R.T (Specific -- Measurable -- Achievable -- Realistic -- Time-scaled)

National Curriculum

Resources

Teach students about equalities of all major types. Also introduce simplifying and other arithmetic involving fractions.

Learning will occur over a four-week period. It shall start with the basics and there will be interim quizzes and tests to ensure that the knowledge is being absorbed. Poor performance on such quizzes and tests may require that some topics be re-covered or drilled down on.

All should be able to understand basic rules about inequalities and solving the same.

Many will be able to do most but not all of the work

Some will master all of it.

GCSE Higher Tier

FORMCHECKBOX

OHP

FORMCHECKBOX

Dictionaries

FORMCHECKBOX

VIDEO

FORMCHECKBOX

ILT

FORMCHECKBOX

CD player/cassette

FORMCHECKBOX

Other (please specify)

Anticipated Problems and Remedial Strategies (**including issues linked to first language, learning styles, attendance, punctuality, etc., etc.

Getting learners to tell difference visually for all the signs might be hard to pull off.

Assumed Knowledge

Even if they do not know the signs already, students should know basics like that 2 is more than 0, 6 is more than 4, etc.

Strategies for Differentiation

Mixed learning styles: Kinaesthetic ( Audio ( Visual (

Opportunities for individual & group work ( Task-based learning ( Graded tasks / worksheets (

Supplementary work ( Closer monitoring of weaker students ( Mixing students of different / same abilities (

Others / Comments: Speaking through things logically and explaining how and why some figures are more than others should ease things along -- visual display can and should accompany that.

Time

Stages of Lesson/Content

Procedure: Learner Activity/Tutor Activity including Assessment of Learning (e.g. question & answer, concept checking, individual/group feedback, self - assessment, peer correction etc.)

2 days

Basic of inequalities (negative numbers less than positive, zero is in between, etc.)

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.

2 days

Simplifying/solving inequalities

Cover the relevant points and material -- quick quiz to test learning amount -- stronger and weaker learners will be combined into groups -- no overly strong or weak overall groups. One on one between teacher and weaker students as needed but in a discreet manner.