Observing a Math Lesson Essay

A model in mathematics pass ons, at the very least, is a baseline or outline to loosely adhere to during the school year. They are at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The forethought of the future of math standards is equ entirelyy important. The NCTM is focusing on having every verbalise adhere to the same standards. Traditional command and learnedness is now fetching a backseat to an up go out common-core driven era beca subroutine the old ways are dated for the self-propelled of todays classroom. The big difference between a baseline and goal is the minimum adoptment and the maximum advantage come in you are aiming for as a teacher. Just having standards in a classroom and pushing with and by means of each lesson to achieve the notion that you make it through each standard produce a sub-par learning experience. in that location should be goals, not sightly for getting through standards, but an actual standard of learning each standard. A certain percentage of students should be able-bodied to demonstrate a mediocre to high capability of quality regulate for each standard. Formative and summative assessments could be make to analyze when it is duration to move to the next standard.The separation of standards by state requirements show a difference in in the ch eachenge the standards uphold from state-to-state (GreatSchools). After the NCLB flirt of 2002, states were held accountable for the test scores, and even more than scores, the progress of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is assay to bump a happy medium for this. Forty-nine states now confound adapted or at least begin implementing the sore depicted object matter standards in mathematics (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and low learners. Classrooms incorpo rate such a great and diverse dynamic that not only includes a plethora of students that require checkd lessons, but alike consist of students who learn in totally seven styles (Burton, 2010).  universe able to transcend information above just delivering it to each student whoremonger prove to be challenging. The goal would be to not just deliver, but take a leak students receive, comprehend and apply. Constructivist style principle and learning crannys a gateway to the success of this. Students understand even subconsciously how they learn. Taking an active role in their own learning and numeric discovery is key to their lifetime learning journey.Peer problem result, dynamic small chemical group article of belief and think pair share offer an engaging premise for this learners accountability (Burton, 2010). This however does not mean every aspect of teaching from previous generations is lost. If it is not broke, tangle witht fix it applies to anything that was suc cessful from all previous teaching methods throughout time. Traditional teaching methods are ideal for prefatory levels of learning. This is evident when basic information needs to be construed to the students. How to do addition and subtraction lawsuit concepts do not require constructivist style learning. Both styles of teaching provide huge upside but also are handcuffed by cons if utilize exclusively in the class. Constructivist math programs leave low-achieving students behind. Traditional programs may be tedious to high-achieving students (McD hotshotll, 2008). A combination of some(prenominal) should be used for the great success.LessonThe objectives of the lesson I observed was to establish both different ways to let on the area of triangles. This lesson was used as a base for eventually teaching entangled figures and finding not only the area of them, but also the volume. The lessons incorporated problem solving and word problems, heightening the effectiveness of t he lesson. The teacher placed the students in group settings. Within each group, students were given two separate problems. After the completion of each problem they discussed how the performed the work and came to find the answer. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the bear upon categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014).MeasurementsGrades 68 Expectations In grades 68 all students should understand both metric and customary systems of measurement understand relationships among units and convert from one unit to another within the same system understand, select, and use units of appropriate coat and type to measure angles, perimeter, area, surface area, and volume.Process StandardsProblem Solvinginstructional programs from prekindergarten through grade 12 should enable all students toBuild new mathematical knowledge through problem solvingSolve problems that rally in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solvingReasoning and Proofinstructional programs from prekindergarten through grade 12 should enable all students toRecognize reasoning and confirmation as fundamental aspects of mathematics Make and investigate mathematical conjectures come apart and evaluate mathematical arguments and conclusionsSelect and use various types of reasoning and methods of proofCommunicationInstructional programs from prekindergarten through grade 12 should enable all students toOrganize and consolidate their mathematical thinking through communication give notice (of) their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others Use the language of mathematics to express mathematical ideas precisely.ConnectionsInstructional programs from prekindergarten through grade 12 should enable all students toRecognize and use connections among mathematical ideasUnderstand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematicsRepresentationInstructional programs from prekindergarten through grade 12 should enable all students toCreate and use representations to organize, record, and conk mathematical ideas Select, apply, and translate among mathematical representations to solve problemsUse representations to model and typify physical, social, and mathematical phenomenaStandards in mathematics are important because it throw in the towels maximum learning. Being able to produce a lesson and then compare the stand ards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added step-up learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share arise to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, whole brain teaching and modeling methods were used for the first half of the lesson. Demonstration effective learning is important in this particular class because the class includes students who fundamentally have problems with simple multiplication even though it is 6th grade. Because of this, she a lso has to differentiate her instruction. This was done by not only making appropriate group dynamics but also giving low students multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area.The school is low stinting status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for interactive websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own be intimate out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed quite a a couple of(prenominal) triangular shapes in her class to include an awesome Avengers kite. Assessments of the lesson included gnarl cards for that day and when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, making the overall lesson an out-and-out(a) success. Other than allowing students free reign at the end I would not change anything about this lesson. This will be yet another lesson I steal and use for my own classroom.ResourcesBurton, M. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years. YC Young Children, 65(6), 92-96.Ferrini-Mundy, J. (2000). Principles and standards for school mathematics A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http//www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools mental faculty (n.d.). State standardized test scores Issues to consider. Retrieved from http//www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider. gsLee Yuen, L. (2010). The Use of Constructivist teaching method Practices by Four New Secondary School Science Teachers A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator, 19(2), 10-21.McDonell, J. (2008). Constructivist versus traditional math programs How do we best meet the educational needs of our students?. (Masters thesis, Carroll University). Retrieved from http//content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved fromhttp//www.nctm.org/standards/content.aspx?id=4294967312Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding Applying Constructivist Principles to the Teaching of psychology. Psychology Teaching Review, 18(2), 59-67.