First Lesson Plan

One major change made to my lesson plan was the big idea. The new big ideas were a bigger picture of what the lesson plan was about. Big ideas are important because they identify what is require to be learn by the end of the lesson. I also had to make changes in the before stage.
The first lesson plan was mostly teacher-center. The opening started with the word “fraction” on the board and students were to individually write a definition for the word, using pictures, diagrams, words, etc. Students would then label all known parts of the fraction: fraction bar, numerator, and denominator. Next they would answer a series of questions, including what does numerator mean? What does it stand for? What does denominator? Again this process was teacher-centered and depending on previous lessons taught by the teacher, not constructed knowledge. There was also no clear task, students were asked to compare fractions 1/10, 2/5, and 4/10. This was not a clear problem-based task. As a result the task was changed to
There are eighteen pencils on the table. Ten of the pencils are sharp. What fractions of pencils are sharp? What fractions of the pencils are not sharp? Are there more pencils sharp or not sharp?
This task is more student center. Teacher would monitor student’s progress.