Lesson Plan Evaluation
Running head: LESSON PLAN EVALUATION
Lesson Plan Evaluation
Team Purple
Tracy Walsh, Laquesha Wilkins, Tameka Yancey
Grand Canyon University
EED 503N- Curriculum & Methods: Mathematics
November 24, 2010
Lesson Plan Evaluation
Many schools require their teachers to follow a specific curriculum and pacing guide as they teach mathematics. The mathematics expectations, or standards, vary from state to state in the specific concepts addressed, the way the concepts are presented, and the grade level which specific concepts are expected to be learned (Reys & Lappan, 2007). The lesson a teacher presents to the students should also have certain characteristics if a teacher strives to meet the expectations of National Council of Teachers of Mathematics (NCTM) Standards. NCTM Standards recommend five process standards which students should acquire as they develop math knowledge (Van de Walle, Karp, & Bay-Williams, 2010). These five process standards are problem solving, reasoning and proof, communication, connection, and representation. Team Purple evaluated a lesson plan found in Envisions Math which is published by Pearson Education; the curriculum is being used in a North Carolina public school fifth grade classroom. Upon evaluating a lesson on fractions from Envisions Math, Team Purple discovered some positive aspects of the curriculum as well as some places in the curriculum where changes need to be made in order to make the lesson more in line with the NCTM Standards. During the evaluation, team members discussed the objective alignment of the lesson with the NCTM Standards, differentiation in the lesson, manipulative usage in the lesson, the assessment process, and student reflection. After the discussion, the team made suggestions for how the lesson could be adjusted to be more in line with the NCTM Standards and to better meet the needs of the whole classroom. The original lesson is found in Appendix
Lesson Plan Evaluation
Team Purple
Tracy Walsh, Laquesha Wilkins, Tameka Yancey
Grand Canyon University
EED 503N- Curriculum & Methods: Mathematics
November 24, 2010
Lesson Plan Evaluation
Many schools require their teachers to follow a specific curriculum and pacing guide as they teach mathematics. The mathematics expectations, or standards, vary from state to state in the specific concepts addressed, the way the concepts are presented, and the grade level which specific concepts are expected to be learned (Reys & Lappan, 2007). The lesson a teacher presents to the students should also have certain characteristics if a teacher strives to meet the expectations of National Council of Teachers of Mathematics (NCTM) Standards. NCTM Standards recommend five process standards which students should acquire as they develop math knowledge (Van de Walle, Karp, & Bay-Williams, 2010). These five process standards are problem solving, reasoning and proof, communication, connection, and representation. Team Purple evaluated a lesson plan found in Envisions Math which is published by Pearson Education; the curriculum is being used in a North Carolina public school fifth grade classroom. Upon evaluating a lesson on fractions from Envisions Math, Team Purple discovered some positive aspects of the curriculum as well as some places in the curriculum where changes need to be made in order to make the lesson more in line with the NCTM Standards. During the evaluation, team members discussed the objective alignment of the lesson with the NCTM Standards, differentiation in the lesson, manipulative usage in the lesson, the assessment process, and student reflection. After the discussion, the team made suggestions for how the lesson could be adjusted to be more in line with the NCTM Standards and to better meet the needs of the whole classroom. The original lesson is found in Appendix
References: Ediger, M. (1998). Mathematics in the Elementary School. Retrieved from ERIC database. Foresman, S., & Wesley, A. (2010). EnvisionMath. Illinois:Pearson Education. Reys, B., & Lappan, G. (2007). Consensus or Confusion? The Intended Math Curriculum in State-Level Standards. Phi Delta Kappan, 88(9), 676-680. Retrieved from ERIC database. Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right - Using it well. Portland, OR: Educational Testing Service. Van de Walle, J. A., Karp, K.S., & Bay-Williams, J. (2010). Elementary and middle school mathematics (7th ed.). Boston: Allyn & Bacon.