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HYPERLINK "http://pberlin.com/pythagoras.htm" http://pberlin.com/pythagoras.htm
Introduction, Task, Process, Evaluation, Conclusion
Johnston, C., (2009). Area formulas. Retrieved July 28, 2009, from NCTM Illuminations: Resources for Teaching Math Web site: http://illuminations.nctm.org/
Description of the Lesson Plan
This unit within the NCTM (National Council of Teachers of Mathematics) resources page has students investigate the known area formulas for rectangles to determine formulas for other shapes. Skills in estimating are also used in finding areas of other irregular shapes.
The Area Formulas unit fits well into the curriculum involving measurement and geometry in the middle grades. The content goes beyond just information on the topic, by having the students use the information to do something useful, that is determine formulas themselves instead of merely reading them from a sheet or text.
GEM Evaluation of the Lesson
THE GATEWAY TO EDUCATIONAL MATERIALS (GEM)
Educational Resource Evaluation Form
Accuracy
Evaluation of accuracy: several sentences or bullets with details from the lesson plan. (See questions in the GEM form for what to include)
1
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5
Generally inaccurate or out-of-date
Inaccurate or out-of-date more often than not
Occasionally inaccurate and out-of-date
Accurate, current with a few exceptions
Accurate and current
A major criteria for considering the accuracy of the information contained in this lesson plan, was the source, that is, it was obtained from the National Council for Teachers of Mathematics. NCTM was on the forefront of development of a national set of standards for mathematic instruction.
The author of the particular lesson is Christopher Johnston
Title: NCTM Lead Consultant for Revisions and Improvements
Program Office Specialist, Mathematics Education Leadership at George Mason University, Fairfax, Virginia
Accuracy (continued)
Mathematics topics by nature are not biased, and the presentation techniques follow suit.
Also, the lesson uses current technology tools such as interactive area tools in Lessons 1 and 2, and shape cutter tools in Lesson 3 as well as the patch tool in Lesson 4 (Johnson, 2009).
Appropriateness
Evaluation of appropriateness: several sentences or bullets with details from the lesson plan. ((See questions in the GEM form for what to include)
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Not appropriate
Limited on most aspects of appropriateness
Mixed levels of appropriateness
Mostly "on target" with few exceptions
Completely appropriate
The NCTM lessons are broken down into grade appropriate categories even though it covers the range from 6th to 8th grade.
Lessons within the unit are broken into incremental sections, including introductory worksheets and exercises.
A total of 5 worksheets, or what the site calls activity sheets are used
A free hand exercise on paper is done during the first day of Lesson 4
A total of four interactive tools are used to assist the students in analyzing shapes
The Extensions section of the lesson accommodates more advanced concepts for investigation to address the issue of different ability levels of the students, as do the activity sheets
The use of multiple interactive exercises will peak the interest level of technology savvy students of middle school age.
Wording and graphics on the activity sheets and within the interactive exercises are age appropriate for middle school age students.
An example quote from the Unknown Triangle activity sheet in Lesson 1 is Determine the area of the triangles below, using any method you choose. ( 2008 National Council of Teachers of Mathematics http://illuminations.nctm.org/Lessons/AreaForms/Bermuda-AS-UnknownTri.pdf
The words determine and using any method are good examples of appropriate middle school language, in contrast to using the words find or any way respectively.
Images within the activity sheets and interactive exercises are attractively colored to hold the interest of a middle school student, but not overly colorful nor animated to the point of being distracting.
No apparent bias is used within the lesson pages.
Though there are optional activities or enrichment, they are just this---options, and not required, so no irrelevant activities are included in the unit.
Clarity
To what extent are the objectives, content, procedures and assessments related?
Clarity of objectives, methods, procedures, and assessments. There should be a clear tie between the purpose (goals, objectives) and the content and procedures suggested. Correlation should be comprehensive and obvious. Redundancy is usually unwelcome and isolated activities without a relationship to objectives are superfluous
Clarity
Evaluation of clarity: several sentences or bullets with details from the lesson plan.
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Little or no relation between resource and objectives
Weak correlation between resource and objective
Some of the learning objectives represented
Most objectives present
All learning objectives clearly stated & tied to resources, content, procedures, & assessments
The objectives Learning Objectives are very clearly stated on the top of each of the 4 total lessons within this unit.
An example quote from Lesson 4, where two days total are designated for completion, is as follows Students Will:
Estimate the area of irregular shapes
Decompose irregular polygons into squares, rectangles, triangles, and other familiar shapes
Determine the area of an irregular polygon by summing the areas of its composite shapes (Johnston, Lesson 4).
Regarding these three statements, students draw an irregular shape and estimate its area by breaking down, or decomposing its different areas into parts, and the calculate or determine the approximate or estimated area. This shows a clear tie between the objectives, content and procedures.
The various activity sheets and interactive tools also relate to the objectives by the following methods:
Students incrementally work to determine area of shapes from initial two dimensional, static, simple shapes on activity sheets, progressing to.
Interactive two dimensional shapes within interactive exercises.
Assessment suggestions include such strategies as students reviewing interactive area exercises on the Internet, estimating shapes in pairs or groups and estimating irregular shapes such as some of the irregularly shaped states in the U.S., which all clearly relate to the initial objectives. the include such things as revtudents A major criteria for considering the accuracy of the information contained in this lesson plan, was the source, that is, it was obtained from the National Council for Teachers of Mathematics. NCTM was on the forefront of development of a national set of standards for mathematic instruction.
The author of the particular lesson is Christopher Johnston
Title: NCTM Lead Consultant for Revisions and Improvements
Program Office Specialist, Mathematics Education Leadership at George Mason University, Fairfax, Virginia
To what extent is the scope of content complete and ready for use?
Completeness includes full coverage of essential, current information, as well as inclusion of such components as self-contained activities, materials required, prerequisites, information for obtaining related resources, assessment criteria, links to quality indicators and standards. Logical concept development should be evident. Look for content gaps, irrelevance to the topic, redundancy, or repetition.
Completeness
Evaluation of completeness: several sentences or bullets with details from the lesson plan. (See questions in the GEM form for what to include)
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Many gaps in coverage; incomplete
Some gaps; parts could be expanded
Better concept development needed
Satisfactory concept development
Full coverage; superior concept development
To what extent is the content, presentation method, and learner activity potentially engaging?
Motivation means active engagement of the learner. Look for activities that are challenging, interesting and appealing, build on prior knowledge and skills, and emphasize and promote relevant action on the part of the learner. Potential for developing confidence and satisfaction as a result of learner effort is desirable.
Motivation
Evaluation of motivation: several sentences or bullets with details from the lesson plan. (See questions in the GEM form for what to include)
1
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5
Contrived; almost no
learner engagement
Mostly passive; little engagement challenge or relevance
Some active tasks; moderate appeal and some challenge
Applications for the most part are engaging and challenging
Wide range of approaches and activities that lead to learner satisfaction
Comments: The activities are challenging and engaging however the lessons do not seem to be structured to such a degree as to keep the students interest. The activities appear dull and mundane, almost bordering on rote learning.
To what extent is this lesson plan well-organized?
Organization of the resource should reflect logical development and clear actions to be taken by both teacher and learner. It should be easy to use and logically sequenced, with each segment of the resource related to other segments. It should flow in an orderly manner, using organizing tools (e.g. headings) and avoiding use of unrelated elements that are potentially ineffective or overpowering.
Organization
Evaluation of organization: several sentences or bullets with details from the lesson plan. (See questions in the GEM form for what to include)
1
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Confusing; unclear; disjointed
Repetitive; redundant
Some logical development
Sequence is fairly clear and smooth-flowing
Flows smoothly; all is clear; well-organized
Evaluation of the information literacy components of the lesson plan
Standard 1: Accesses information efficiently and effectively Several sentences or bullets that explain how well the lesson plan meets this instructional goal. Consider these questions: Does the lesson include an effective method of helping the student brainstorm for keywords and develop good search strategies? To what extent do the instructional materials help the student locate appropriate resources for the research?
Standard 2: Evaluates information critically and competently Several sentences or bullets that explain how well the lesson plan meets this instructional goal Consider this question: To what extent does the lesson effectively encourage students to evaluate the information they find?
Standard 3: Uses information effectively and creatively Several sentences or bullets that explain how well the lesson plan meets this instructional goal Consider this question: To what extent does the final product require students to sort through the information they find, organize it, and present it in a way that others will understand and learn from it?
Standard 8: Practices ethical behavior in regard to information and information technology
Several sentences or bullets that explain how well the lesson plan meets this instructional goal Consider this question: To what extent does the lesson plan instruct students in where and when to cite their sources?
Evaluation Summary and Suggestions for Improvements
Summary of your evaluation and suggestions for ways the lesson might be improved in any of the GEM criteria or the information literacy components. If you dont think it needs any improvement, say so and explain why.
Tracy Ann Hardin Page PAGE 1 DATE \@ "M/d/yyyy" 7/24/2010
EDTC 605 Summer
OnLine Unit Assessment
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