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 EDCP 342 Micro-Teaching Lesson Plan Teachers: Yijia, Yeni, Eric Subject: Foundations of Math 11 Grade: 11 Date: November 1 Duration: 15min Lesson Topic Arithmetic Sequence Content Operations with fractions (addition, subtraction, multiplication, division, and order of operations) Analyze and prove conjectures, using inductive and deductive reasoning, to solve problems Learning Outcomes Recognize arithmetic sequences Apply the relevant formula to calculate the value of the initial term, the common difference, and the general term of an arithmetic sequence Materials and Equipment Needed for this Lesson Whiteboard, markers Paper, pens/pencils Worksheets Lesson Stages Learning Activities Time Allotted 1. Warm-up Check students’ prior knowledge of patterns: If they can recognize the pattern of a given sequence If they can use that pattern to continue the sequence

       Personally, I think math should be more neutral in nature because the main focus of the subject should be math. Some topics related to social issues may be implemented into projects, however, it should not lead into a deeper discussion as math teachers may not have sufficient knowledge in that area to lead the discussion. If a math topic is related to social justice, then it may be a good idea to have their social study's teacher to lead the discussion.        The author of this article believes that math should not only be an academic course, but it should also enable students to think about math in real life and make math more meaningful instead of just numbers and formulas.         I think the ideas from middle schools can be used in secondary schools in a more complex version.  Students like to learn things that they can actually use in real life instead of just abstract concepts and doing problems that require these concepts.        However, not all math concepts can

If I were to teach this lesson again, I would still prepare instruction paper for people to follow through, but I would not try to guide them through, instead, I would have them working in pairs and help each other. Because it took too much time to guide each and everyone and it is not very effective, also, it would be more interesting for them to try and discover how to make things.

            The “Dichotomies Underlying Difference Stances in Mathematics Education” chart interested me a lot. I think both of sides are important, and I do not think that math teaching is either conservative or progressive. Even though understanding, sense-making, and exploratory are significant, fluency, absorbing and applying facts are also crucial. A student is not expected to do multiplication or division effectively if he or she is not able to memorize multiplication chart fluently. Also, some of the math concepts required by other subjects may be too hard for the students to understand at their current level, so the only way will be to present the topic and have them understand latter in advanced math courses. Another point that stopped me is that “rather than trying to cover a larger number of mathematical topics in a given time, Dewey advocated the development of high quality mental processes and a scientific attitude”. My inquiry topic is on how to foster mathematical thi

            The first point that stopped me is the question “is it the case that the less able are less honorable or less worthy?” To me, the answer is clearly a No. As a math tutor, I have seen students trying hard on the subject and still cannot understand regardless of how or in what ways they were taught. For example, I have a student who reaches piano grade 10 and is very talented in designing. Not doing well in math and science does not mean that the person is any less worthy or honorable than people doing well in course subjects. I have had teachers who only cared about the high achieving students in the class, and it made me feel very uncomfortable and less valued as a student. There may be language barriers, learning disabilities or other factors that affect a student’s grade, so teachers should try to help the students to achieve their best instead of the best of a class or of the whole grade.             Another point is that “the implicit curriculum of school can teach a