Middle+School+Math+2


 * Middle School Math 2: Amanda, Kelsey, and Sara **


 * Lesson Title: ** Do They Match?


 * Link to Lesson: **
 * http://illuminations.nctm.org/LessonDetail.aspx?ID=L612 **

6-7
 * Grade Level: **

Evidence: The lesson objectives are broken into 4 separate objectives, each one containing one idea. The lesson objectives are simple but cover the content. “Students will: Explain their reasoning” Evidence: It uses more of a conceptual approach. The teacher does not tell the students what will happen but rather asks them to make assumptions. Evidence: The lesson plan does not provide a clear-cut assessment method for evaluating the students. There are questions at the end that are based on what the students did during the lesson, but does not require them to manipulate images. Evidence: It gives a general outline of what is to be done during the lesson but once you get down to using the technology aspect, it gives no directions on how to use the tool.
 * Evaluation Scores **
 * C: ** 5
 * Provides Clear Lesson Objectives
 * Construct three dimensional figures
 * Determine when two isometric drawings can represent the same shape
 * Determine what possible shapes might have the same isometric drawing
 * Exhibits sufficient knowledge of the subject topic/content?
 * P: ** 4
 * Assessments match instructional method
 * Lesson appears to help organize and manage student behavior--Explains sequence of events and procedures for students

Evidence: Use of the Isometric Drawing Tool Evidence: None are discussed, it tells you what to do but not what to do if a problem occurs or what to do once you get into the tool. Evidence: No rationale is stated for the technology choice but it is directly implied based on the nature of the lesson Evidence: It is not stated in this lesson how to use the technology but it is stated in the previous lesson. However, this lesson cannot stand alone.
 * T: ** 3
 * Lesson plan incorporates at least 1 technology
 * Discusses possible limitations to technology or potential problems, as well as solutions
 * Provides clear rationale for technology choice
 * Demonstrates understanding of technology as teacher tool or student tool

Evidence: Because of the nature of the lesson, the online tool that allows students to manipulate shapes is the most helpful Evidence: Does nothing to account for possible student misconceptions Evidence: Students will know how to manipulate shapes and compare them but lesson does not relate to everyday life.
 * PCK: ** 3
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning
 * Demonstrates awareness of possible student misconceptions
 * Presents appropriate strategies for developing understanding of the subject content

Evidence: Isometric Drawing Tool allows the teacher to clearly manipulate the shapes and show what she is trying to say because the subject is difficult to convey with words alone. Evidence: Isometric Drawing Tool allows students to manipulate shapes easily and in multiple ways, allowing them to interact with the subject. Keeps the students attention because it is interactive.
 * TPK: ** 5
 * Chooses technologies enhancing approaches (teacher centered approaches) --Uses technology to present material
 * Chooses technologies enhancing student learning (student centered approaches) --Students use technology to explore content and achieve learning goals

Evidence: There is no rationale as to why this technology tool is being used.
 * Provides clear rationale for technology choice to deliver instruction

Evidence: Isometric Drawing Tool is appropriate because it is pretty much the only technological tool that could be used to effectively manipulate and construct various shapes.
 * TCK: ** 5
 * Chooses appropriate technologies for subject domain (mathematics, science)

Evidence: Obvious because the content has to do with manipulating object and that is what the technology allows you to do.
 * Link between technology and content is obvious or explicit

Evidence: The content and technology are covered but the teaching style is not covered as much because it outlines what you do in the lesson. The content is received through the activities, not given the content and doing the activities with what you know.
 * TPCK: ** 4
 * Appropriately uses content, pedagogy, and technology strategies

Evidence: The Isometric Drawing Tool allows students to visually see what is going on with the content and allows for multiple examples to be given easily.
 * Technology enhances content objectives and instructional strategies

Overall, this lesson is good starting point. We feel that more explanation and expansion should be given for what the students should get out of the lesson. Also, a clearer form of assessment and evaluation is needed. If more content from the teacher is given before the activities, the lesson overall would be much stronger and allow students to better understand the concept, not just the use of the technology. = =
 * Overall evaluation of this lesson: **