1. Module 3 Preparing Students to Think Mathematically / Lesson Planning

2. Cognitive Domain The logical component of mathematical thinking & learning. Aptitude for learning math, logical thought processes, storage & retrieval of information, the match of teaching styles & students’ learning styles all belong to the cognitive domain.

3. Affective Domain The emotional or “feelings” component of mathematical thinking. Attitudes about math, emotional experiences, feelings, and memories are all components of the affective domain.

4. Math Anxiety / Math Confidence The overlap of the cognitive domain & the affective domain is where math anxiety and/or math confidence is developed. This includes the readiness to learn, motivation, interests, coping strategies, and construction & application of knowledge.

5. Math Anxiety Symptoms Emotional distress during math activities Physical distress during math activities Hostility/anger Lack of attention Fear of numbers

6. Treatment Plan Filling in gaps in learning Replacing bad learning habits with good learning habits Countering a history of math failures with math successes Replacing negative with positive attitudes

7. Math Confidence More than an attitude; it is a perspective, a motivation, a readiness to tackle challenges Builds on successes Allows flexible learning strategies Encourages “fight” rather than “flight” responses to difficult problems Emphasizes process and understanding

8. Four Steps to Problem Solving 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back

9. Strategies for Problem Solving 1.Organize Information a.Draw a picture b.Make a chart, graph, etc. c.Sort the data 2.Use Manipulatives to Model 3.Estimate 4.Substitute Simple Problems / Make a Simpler Problem 5.Translate into a Number Sentence

10. 6.Look for a Pattern 7.Use a Formula 8.Work Backwards 9.Use Logical Thinking 10.Guess and Check

11. Writing a Lesson Plan

12. Lesson Plan Template – 5E Model Write an Objective Identify Oklahoma Academic Standard List Materials / Resources Needed Find an Engagement Activity (Anticipatory Set ) – specific statements or activities you will use to focus students on the lesson for the day.

13. Objective Objective / Purpose – for the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to accomplish – Simply write a phrase on your lesson plan, such as, “How many of you like to shop at Wal Mart for toys? Well, today we will be counting money so that you will be prepared when you go shopping.”

14. Engagement Explore resources listed on Week 6-7 Webpage to find ideas for Engaging Activities. It should focus students on the lesson in a way students can relate. It can be video, song, activity, etc. Explain the Engagement activity on 5E Lesson Plan and give url if using web resource. Include in explanation how the engagement activity fits into your lesson.

15. Explore, Explain, Evaluate Find an activity that students can use (manipulatives are great for this) to explore the concept without the teacher explaining it first. They build on prior knowledge. This is often done in groups. Explain / Model – Describe the demonstration of the skill or competence (Very important! How can an elementary teacher “teach” without modeling the skill?!) Evaluate / Check for Understanding / Monitor – Describe strategies to be used to determine if students have learned the objectives

16. More Explanation or Evaluation Guided Practice – Sometimes in math, you must informally evaluate students while they practice. Guided practice activities are used to guide student practice under the direct supervision of the teacher. It is both more explanation and evaluation. Closure – method of review & evaluation Independent Practice – homework/seat assignment given to ensure mastery.

17. Homework Independent practice MUST match the guided practice given. True independent practice is work that the majority of your students can complete with 80-90% accuracy on their own. If they are continually asking the teacher questions, it is not independent practice!

18. Elaborate At the end of the lesson unit or theme, teachers can assign students a performance assessment or project to demonstrate application of the objectives learned. The elaboration piece matches up with the Bloom’s Taxonomy creation question.

19. Cross-Curricular Lesson Planning Reading and mathematics can be easily incorporated into the same lesson. Thematic teaching is a worthwhile endeavor because the teacher can cover multiple content areas while reading quality children’s literature.

20. Feel free to Google “free math lesson plans” to help you write your lesson plan. This isn’t cheating; teachers share ideas all the time! Per our notes, pay particular attention so that your independent practice matches your guided practice. This guards against frustration for the students!

21. Lesson Draft #1 The 5E Lesson Template is available on Brogdon Webpage Weeks 6-7. You must incorporate one set of manipulatives from your backpack in your lesson plan and one technology component. You will also integrate Reading and you will choose a book that helps integrate the math lesson. I have some available and will bring them to class July 1. You must choose a specific grade level and a theme for your lesson. Find the Oklahoma Academic Standards that are to be taught in that lesson unit. Write Bloom’s questions at each level, so you should have 6 questions.

22. You will place rough draft #1 of your lesson plan in the Canvas Drop Box by midnight on Monday, June 30. Work will continue on the lesson plan until the professor is satisfied with the product. Presentations are to be on July 29.