© Makoto Yoshida and Bill Jackson 2009

____ Grade Mathematics Lesson Plan

Date:

Classroom:

Number of Students: ____ (__boys, ___girls)

Instructor:

Planning Team:

Teacher: Akane Hiro

1.  Title of the Lesson:

2.  Goals of the Lesson

A.)

B.)

C.)

(Goal(s) should be closely related to the state standards for mathematics or/and other documents such as the local curriculum, Principles and Standards for School Mathematics (NCTM, 2000), NCTM Focal Points, etc. Think about mathematical goals, student skill development goals (e.g., problem solving skills, communication skills), and teacher’s teaching improvement goals (e.g., maximizing learning for every student, using technology to enhance student learning, etc.).

3.  Relationship between the Lesson and the State Mathematics Standards (or NCTM Standards)

4.  Instructional Plan (Unit Plan):

(Write the name of the topic with the number of periods spent on each one. Make sure to specify which lesson will be the research lesson.)

5.  Instruction of the Lesson

Write about the background of your research lesson here. The purpose of writing this is to help the readers of the lesson pan to understand students’ prior learning experiences, state of learning, and learning in this unit and the research lesson. In this section you should describe the rationale of the research lesson and/or any research questions you are exploring through your lesson study endeavors. You need to explain why you are teaching this lesson and for what purpose. (It does not need to be long but try to touch following points. Think about writing a few descriptive paragraphs.)

(a) What do the students need to learn (according to the standards or/and curriculum)? Why it is important for you to develop this research lesson?

(b) What do the students’ prior learning experiences and states of learning look like? [from your observations]

(c) What is the major focus (theme) of this lesson [by comparing (a) and (b), the objective of this lesson should be clearly stated]?

(d) How are you going to help students accomplish above objective [hypothesis of this lesson]?

6.  Process of the Lesson:

Write the process of the research lesson from beginning to end using this format. Specify the different sections of the lesson by putting headings (e.g., introduction, posing a problem, solving the problem, student presentation and discussion, summary of the lesson, etc.). Indicating the amount time allotted for each section also helps you to think about allocation of time during the lesson.

Make sure to highlight the problem you are posing to the class by using a box or highlighting it.

Student Activities, Teacher’s Questions and Anticipated Student Reactions
Use this column to describe the flow of the lesson in order to help the reader to understand the flow of the lesson clearly. This column also includes the problem of the lesson, the teacher’s key questions to be asked in the classroom, and students’ anticipated solutions. Indicating allocation of time in each section also helps the reader to see the flow of the lesson. / Teacher Support and Things to Remember
Use this column to describe how the teacher will support the activities the students engage in. Also you can use this column to remind yourself something important to remember to carry out in your lesson. / Points of Evaluation
Use this column to write your evaluation points for the lesson. (e.g., Are the students understanding the problem? Are they engaged in the problem solving activity?)
1. _Introduction__ (___ min.)
2. _Posing a problem____ (___ min.)

3. _Solving the Problem___ (___ min.)
/ You might want to describe which student ideas you want to compare and discuss and what you want students to notice or learn from this section.
4. _Student Presentation and Discussion___ (___ min.)
5. _Summary of the Lesson___ (___ min.)
(Optional: If you are using practice or assessment problems you could add another section either before or after this section.)

7.  Evaluation of the Lesson:

Think about evaluation points based on the lesson goal you established in section #2 and write a few focused evaluation points or questions. These are more general than the specific points of evaluation for each section of the lesson (third column) and should relate to the lesson as a whole.

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