Teaching Time: Prior Knowledge, Skills, And Standards

What prior knowledge must students already know to be successful with this lesson?

Students will have to be acquainted with the primary concept of time in order to understand this lesson. Right after the completion of this course, the students will be provided with slightly complicated problems and they will have to be equipped enough to solve it.  

What prior skills must students already know to be successful with this lesson?

The students are encouraged to use problem solving, mathematical communication and reasoning to translate between verbal quantitative situations and algebraic expressions. Along with a skill like that they are expected to represent practical situations with the help of time based problems. They are also expected to know the skills of solving  problems with the help of order of expression (Vdovina & Gaibisso, 2013).

What prior academic language must students already know to be successful with this lesson?

The expressions that are used in time sums will have to be known by the student.

Standards

State Standards

The Standards of Learning (SOL) – expectations for student learning and achievement (Spooner et al, 2007)
The Curriculum frameworks for mathematics detail the specific knowledge and skills students must possess to meet the standards for these subjects.
Enhanced scope and sequence guides provide sample lesson plans and instructional resources to help teachers align their classroom instruction with the standards.
Test blueprints detail specific standards covered by a test, reporting categories of test items, number of test items, and general information about how test questions are constructed. 

National Standards

The standards will help to:
generalize patterns using explicitly defined and recursively defined functions;
understand relations and functions and select, convert flexibly among, and use various representations for them;
analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior (Bracey, 2001)
understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions;
interpret representations of functions of two variables 

InTASC Alignment

Standard #4: Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the disciplines(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 

These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.

Condition: the students will be provided with effective methods and processes of solving the sums.
Performance: the student will be assessed on the recap of the learning on the topic which was done in the previous standard.
Criterion: the students will be given problems to solve; this will enable them to implement what they have managed to learn.  

Language Demand(s)

More than any kind of speaking skills, they will require the mathematical skill to understand what the problem is asking for and delivering the solution accordingly.  

Language Support(s)

For students who face difficulties with the language demands, they can find their ways of expressing or communicating which can make them feel comfortable (Fouryza et al, 2019).    

Essential Vocabulary

The student must have basic knowledge of the language that will be used for teaching the lesson. The vocabulary should involve hours, seconds, minutes as the problem sums will be based on finding the difference.

Consider the Following Question for the next section of this Form:

How will you know and document students’ progress towards meeting your learning objective?

How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning?

Diagnostic/Pre-assessment(s)

As the students are already given adequate knowledge on the topic, a pre assessment can help the educator to understand the requirement of the class and understand the base of the topic. This is done through a benchmark assessment and an informal quiz.  

Formative Assessments/

Feedback to Learners

With the help of classroom activities the formative assessment will have to be conducted.  

Summative Assessments

Effective processes like quizzes and constant informal interrogation is required to understand if the students have met the objective (Thomasson, 2006).

Expectations for Student Learning – Standards and Criteria

Describe in detail the following levels of student performance and what student’s work will look like in each circumstance. How will you communicate your expectations to students? Provide any rubrics you will use.

Exceeds Expectations

The student can mentally and verbally solve the time sums and find the difference in hours and minutes.  

Meets Expectations

 The standard that is expected from the students is that they should be able to logically write down the steps that are required to solve the sum.  

Below Expectations

If the student does not perform well or in any case does not manage to provide the rational steps, the child will be put under strict surveillance.  

Consider the Following Question for the next section of this Form:

How will you support students to meet your goals? Describe EXPLICITLY what you will do!  List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Character Education

Perseverance and responsibility- I should want the students to be responsible toward their process of learning. I would expect them to be perseverant if they get stuck while solving the problem.   

Planned Supports

Making the student understand the lesson is highly important and it is the central focus. Thus extra support will have to be planned in order to access them if it is needed by a student.

Resources and Materials

Easily understandable mathematics books and an easy access to explain the equations will be needed.

Technology Connection

Technological tools like smart board can be used to explain the function of sums effectively. This will also help the students to stay engaged and focus as there will be graphics involved.

Beginning: Launch/Hook/Anticipatory Set

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?

The lesson will be initiated with questions to make the class interactive and engage the students in the process of learning. The question will be relevant to the lesson and this will act as an object which will enable the students to remember the points better.

Middle: Instructional Strategies to Facilitate Student Learning

For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan.  Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling

For math lessons the process of modeling is extremely necessary:
-the whole class will be given task sheets of the previous class to help them get an idea of the standard that will be followed in this class.
-the new material will be taught with the help of technological tools like smart board.
-a guided practice will be followed to understand the position of the student
-the students will be noticed as they solve the problem to gather knowledge on their strengths and weakness (Putri, 2016).
-quizzes and games will be included in order to raise the interest of the students.
 

Guided Practice

Group project works can be included here as the students will be able to learn from their peers as well.   

Independent Practice

They will be provided with summative assessments which will help them determine their own position and understand what their requirement to understand the lesson better is (Bowen & McPherson, 2016).

End: Closure

How will you end the lesson in a way that promotes student learning and retention?

Today we have learned about the application of equations which are required in time sums. When you go back home, I want you to go though the function and application of the methods that have been taught so that you can rationally understand the use of it. This will help you in the next lesson that we will learn. For practically understanding the function of time, it is expected of you to study and observe your wall clock or watch which will give you a profound knowledge on time.   

Supports: Differentiation/Extension

How will you provide successful access to the key concepts by all the students at their ability levels?

Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

Several educational policies are based on this and I will need the assistance of another professional educator who will be able to understand their requirement and guide me.  

ELL

I will have to be understanding and address their problems in order to ask any other professional who will be able to assist me.  

Learning Styles/Student Engagement

Mostly with the help of technological devices, the students can stay engaged and understand the topic properly.

Extension

The task that can be assigned if the students manage to finish their work early is allowing them to explore their strengths and find out where they are facing any kind of challenges.  

What Ifs

Be proactive. Consider what might not go as planned with the lesson. What will you do about it?

What if students…

The student can possibly face the challenge of not being able to understand the content of the lesson even after it is repeatedly explained.

I will have to use a different method of explaining the concept to the student.

What if students cannot…

What if students face problems solving the problem even if they understand the concept in class?