Teacher Daily Lesson Plan (TEAM Model)



Teacher Daily Lesson Plan (TEAM Model)

Teacher Name

6th Grade

Today’s Date: Lesson Plan Title: Adding & Subtracting Mixed Numbers

|Concept/Topic to Teach: |Adding & Subtracting Mixed Numbers with Problem Solving |

|Mastery (Looks like- Sounds like) |TSW solve word problems involving adding and subtracting mixed numbers with at least 80% accuracy. |

|Expectations of Students: |TSW defend how math properties are used to show that two expressions are equivalent (problem solving journal) with at least 80% |

| |accuracy. |

|“I Can…” statements- stated to students: |I can solve problems involving the addition and subtraction of mixed numbers (lesson). |

| |I can use math properties to show two expressions are equivalent (problem solving journal). |

| |These are displayed in the power point and on the board. |

|Hook: |Brain Pop (Overview of Mixed Numbers)- Technology |

|Standards Addressed: |General Goal: The goal is to master TN standard 0606.2.2, which states that students need to solve problems with adding and |

| |subtracting mixed numbers. |

| |The goal of the problem-solving journal is to master TN standard 0606.1.4, which states students should be able to model math |

| |properties. This is an ongoing skill for the school year. |

| | |

| |Specified Objectives: |

| |TSW solve problems involving the addition and subtraction of mixed numbers with at least 80% accuracy (lesson). |

| |TSW defend how math properties are used to show that two expressions are equivalent with at least 80% accuracy (problem solving |

| |journal). |

|Step-By-Step Procedures |Beginning |

| | |

| |*TTW give countdowns from five during transitions. |

| | |

| |Board Work Review- Adding & Subtracting Fractions with Unlike Denominators. This is a review of the previous day’s lesson. TTW use |

| |popsicle sticks to randomize choosing students to explain the problems on the board. TTW reward effort during student explanations. |

| |Problem Solving Journal- Defend your solution to the TCAP review problem on math properties. TTW choose a popsicle stick to select a |

| |student to explain the problem to the class. |

| |Hook- Brain Pop on Mixed Numbers (Overview) |

| |Middle |

| |Design a foldable of your choice to take notes on adding & subtracting mixed numbers. |

| |Communicate “I can…” statements to the class while they are designing their foldable (visible on board & pp). |

| |Model (I do) how to add and subtract mixed numbers. Apply (practical thinking) these skills to real life situations with problem |

| |solving. Point out relevant information to students in the word problems. Make connection to previous day’s lesson. TTW include |

| |modeling problems on a transparency as a visual. |

| |Ask questions during modeling to check for understanding. |

| |Guided Practice (We do): TTW circulate through the room at this time. Have students answer problems after each chunk on their |

| |foldable to check for understanding. Go over these problems in whole group. Use popsicle sticks to choose students to explain on the |

| |board. |

| |Partner 1-2 (CP): Mixed Number Word Problems (Teacher Created) - Use page protectors and markers to show your work. Explain how you |

| |solved verbally to your partner (analytical thinking). TTW communicate expectations for partner work while going over directions. TTW|

| |give students feedback while they are working on the assignment. |

| |End (Assessment) |

| |Ticket-out-the-Door (You do-Formative): Solve a word problem involving the addition and subtraction of mixed numbers. |

| |Independent Assignment (You do-Summative): Problem Solving 5-3 (Explain solutions.) |

|Required Materials: |copies of word problems for partner 1-2 |

| |copies of problem solving 5-3 |

| |paper |

| |page protectors |

| |expo markers |

|Modeling: |Model (I do) how to add and subtract mixed numbers. Make connections to previous day’s lesson. Connect these skills to problem |

| |solving. |

| |Have students follow my model by practicing problems on their foldable. |

| |Ask questions during modeling to check for understanding. |

|Questioning: |Solve problems with adding and subtracting mixed numbers. |

| |Defend how math properties are used to show that two expressions are equivalent. |

| |Design a foldable of your choice. |

| |Apply the skill of adding & subtracting mixed numbers to problem solving. |

| |Explain how you solved the word problem to a partner. |

|Plan for Independent Practice: |Independent Assignment: Problem Solving 5-3 |

| |Students will be given a ticket-out-the-door on the lesson concept. |

| |TTW give feedback during this time. |

|Closure: |Teacher will have students reflect on what is important to remember about adding and subtracting mixed numbers at the end of the lesson|

| |to summarize. |

|Assessment Based on Objectives: |TTW use the independent assignment to measure mastery of the lesson objective. |

| |TTW make informal observations as students complete their math journals. |

| |TTW informally assess by waking through the classroom while students answer practice problems on their foldable. TTW provide feedback |

| |as needed. |

| |TTW make informal observations during partner work. TTW provide assistance as needed. |

| |TTW look at the ticket-out-the door to determine if students understand how to apply the skill of adding and subtracting fractions to |

| |mixed numbers. |

|Adaptations (For students at varying learning rates): |Students who need extra help will receive individual attention from the teacher. TTW provide feedback and assistance as needed. |

| |Students also have the opportunity to work in a peer tutoring setting. |

|Mastery (Evidence most students demonstrated mastery of |TTW use the above-indicated methods under independent practice. |

|objectives): |TTW check the ticket-out-the door to check for understanding. |

| |TTW use the DEA weekly assessment on Friday to determine mastery of TN standard 0606.2.2 and TN standard 0606.1.4. |

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