1. Choose an appropriate setting * Make sure the learning environment is appropriate and comfortable.
2. Assess the learning abilities andhabits of the students* Determine how each of yourstudents will learn the concept.Some students learn more by sightthan by hearing, some by hands-onand sight, and others are good atmostly learning through hearingthings.
3. Make students practice the concept* Whether you have a slow learner or afast learner or someone in between youhave to encourage your students topractice the concept. Ways of makingyour student practice math conceptinclude but are not limited to: reviewingflash cards before a test, homework, in-class assignments and otherclass/individual activities.
* Problem solving helps students tobecome autonomous learners. It willhelp them to learn for themselves andto find answers by themselves.
* use tactile learning aids such asmanipulatives or an abacus toengage the interest of the kinestheticlearners.
* encourage students to show all oftheir work when solving problems.
* Organize mathematical activitiesrelated to the value and serve piesin the students favorite flavors
* Make the "word problems" intoyour students favorite part of aproblem set by tweaking thetextbooks problems into interestingstories. To gain students attention,rewrite the problems using their ownnames whenever appropriate.
This first process involves the preschool childsability to solve a variety of math problemsgiven to him. Not only is this viewed from theperspective of the variety of problems, suchas word or number problems, but also howthe preschool child explains his mathematicalprocess when completing the tasks. For apreschooler, this process will be very basic,but it is important to help him see theimportance of the problem-solving processeven at this young age.
Teach your preschoolers that mathis more than memorization; it isproving an answer to amathematical problem. For youngchildren, simple math problems thatuse Cognitively Guided Instructionforces them to focus on the processrather than simply the right answer.
The importance of communicatingmathematical ideas is the focus of this thirdNCTM standard. A preschooler should notonly solve the problem, but also gain theability to talk about the answer andunderstand its meaning. Encourage this inyour preschool classroom by allowing groupwork when teaching math. Children will thenbe forced to work with their peers andpractice math communication skills.
Develop your preschool math lessonsaround daily activities and relate them toother areas of academic instruction. Forexample, you may ask students to count thenumber of pencils in your classroom andmake sure there are enough for eachmember of the class. This type of mathlesson will help your preschoolers relate theimportance of math to everyday life.
Many mathematical concepts arerepresented in visual formats in oureveryday world. It is therefore important toteach this concept to your preschoolers.Introduce this NCTM standard through theuse of simple graphing lessons. Forexample, create a simple bar graphrepresenting your class favorite foods. Astudent then begins to understand howmath concepts can be represented in avariety of visual ways.
1. Select a topic2. Compose an objective - Write your objective by starting with "students will be able to," then concluding the sentence with what you want students to be able to do by the end of the lesson. Take care to select something that is assessable. For example, you cant say, "Students will be able to imagine," as there is no way to measure whether a student is imagining. You could instead say, "Students will be able to engage in imaginative play with a peer," as you can observe whether or not a student can do this at the conclusion of your lesson.
3. List the materials you need Your list does not need to be overlyspecific, as it is really only a guide for you whensetting up for your lesson. For example, youneednt say "24 sheets of paper." Instead, youcan simply write "paper" on your list.4. Write the procedure you intend to follow List each step of your lesson in bulletform or by writing the step number followedby what you intend to do. Leave adequatespace between these steps, as you will likelyreference this plan as you carry out thelesson.
5. Explain how you will assess understanding Include a brief explanation of whether you willgive an exam, use observation or grade studentwork to determine whether they have mastered thecontent effectively. Refer back to your objectivewhen composing this assessment section, takingcare to assess the skill that you hoped studentswould demonstrate at lessons end.6. Write a statement explaining how this lesson willtransition into the next. To write this statement, you can simply say,"Tomorrow we will..." or, if creating this lesson as apart of a larger unit, you can explain how this lessonfits in with the overall unit of study.
7. Leave space for reflection upon the effectivenessof the lesson. Create a box or section in which you can jotdown how effective or ineffective your lesson wasafter you teach it. After you use the lesson, fill in thissection so that when you return to the lesson infuture teaching years, you can see what areas youmay wish to change.