Category: Lesson Plan Ideas

Lesson plan ideas for teaching HiSET/GED math in adult basic education classes. Lesson plan  ideas include examples of real  math lesson plans that work in ABE,  plus resources you can use to teach math to adult learners.

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39 Ideas to Incorporate Teaching about Learning

So, I love metacognition. And teaching about learning. You know this if you’ve read more than a post or two here.

And, I love talking with teachers about teaching, and I know that many teachers are kind of daunted by this (“metacognition” sounds so Latin, or Greek, or something, and the to do list is already long). But it doesn’t have to be hard or super time consuming to incorporate.

(I have a keen sense of how long my teaching to-do list is, and little desire to extend it unnecessarily) 

So I put together a workshop to talk to other teachers about metacognition, and learning about learning, and fostering student independence, and keeping it all manageable. 

And I took it on the road. At least, I took it on the Zoom. (Silver linings of pandemics, it is easier to present at out of state conferences and events) 

But, the people who organize conferences have a lot to fit in. And the people going to conferences have a lot to get to, and also, zoom fatigue. So, I had 75 minutes. 

75 mins sounds like plenty of time. Except, I tried to make this presentation work three different times over 6 ish months, and I’ve learned a lot about delivering online PD, and let me tell you, it is not a lot of time. 

I have started over from scratch before each conference, trying to make it work the way I wanted it. And, after a very work-y weekend, I am happy to say,  the third version is so. much. better.   (Finally.) 

But, making it better meant acknowledging that 75 minutes was short, and I needed to focus, even if I have a million things I could  talk about. 

That old writing advice: “Kill your darlings”

Or, at least, relocate your darlings. 

So, here my friends is the darling that just doesn’t quite fit in the 75 minutes:

You can fit teaching about learning into any class. 

I fit it into my math class. 

I have a colleague with a whole unit in an ESOL. 

And, I know another teacher with ideas for a science class about brains. 

There’s definitely the intense, high-prep way to do this (see the phrase “a whole unit”) 

That’s cool, but not, actually my darling. 

I’m interested in the version you can manage on a random Wednesday, without a major curriculum design. 

The formula to teach about learning in any class:

Replace a text or prompt or topic with one that focuses on a learning process. 

You’re going to be looking for an article to read, or a topic to read about, or a video to watch or whatever anyways, so it’s not that  much more work to look for one that helps students learn about the learning process. 

“One that helps students learn about the learning process” might be study tips, or research on how memory works, or a profile of a student who has succeeded, or encouragement, or something about neuroplasticity (brains change!) that supports a growth mindset. 

And then, you do your thing.

Newsletter subscribers, I added a list of readings, videos and other materials to get you started to my free subscriber resources. Click here to access or sign up.

That seems like it should fit, even if 75 minutes is kind of short. And, it does, more or less. What doesn’t fit are the 39 examples I generated to show how in might work in math, ELA, ESOL, science, social Studies, ESOL, or digital literacy class.

Fortunately they fit here: 

39 Ideas to Incorporate Teaching about Learning

(1) Read articles about learning to practice vocab or (2) fluency with emerging readers. (3) Practice finding topic sentences and supporting details. (4) Use a passage from a learning article to practice punctuation in an ELA class. or (5) as comprehension or (6) dictation activity with ESOL. 

(7) Practice visual literacy by analyzing an infographic.

(8) Research and write guides for other adult learners with study tips. (9) Or write the guides for kids.  (10) Display your research as a bulletin board. (11) Or make a video to show at orientation or in classes. (12) Practice presenting or speaking skills by teaching peers. 

Read or watch profiles of successful students. (13) Write a summary, (14) map it out with a graphic organizer or (15) compare it to story arcs or other narrative structures. (16)  Read several and write a compare/contrast.

(17) Interview peers about what helps them learn for speaking and listening practice (18) Or, ask about challenges. Then (19) brainstorm with a mind map or other visual or (20) research solutions to common ones.

(21) Watch videos as a brain break. (22) Or make the video a listening comprehension exercise for ESOL. (23)Analyze it for persuasive techniques. 

(22) Do a survey about learning. Use the data to (24) make graphs.  (25) Analyze it with percents, (26) ratios, (27) fractions or (28) central tendency. (29) Ask survey questions on a number line with(30) fractions, (31) decimals or (32) signed numbers.

(33) Make the survey with GoogleForms, or (34)practice formatting in Word. (35) Or compile data and make graphs with Excel to practice digital literacy. 

(36) Use the survey to talk about representative and biased samples, (37) or about sample and population, (38) or about research methods. (39) Make a hypothesis and discuss whether the data confirms it. 

39-Ideas-to-Incorporate-Teaching-about-Learning-in-Any-Class

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Sticky Notes, and Reflections (updated)

Originally published September 2018, updated spring 2020.

I miss my classroom.

I imagine many of you do too.

Weeks into remote teaching, I miss the familiar rhythms and tools of classroom teaching.

As we approach the end of the school year, socially distanced, I miss the big celebrations and rituals.

And, I miss some small things, like this reflection.

But, it’s also one of the small things that’s giving me comfort:

Because I have years’ worth of good advice and touching reflections to read through. And they warm my heart every time.

Title: the best thing I learned in math class... Photo of a sticky note, handwritten: "that I'm actually smarter than I thought"

Because next year we’ll be back to sticky notes and normal, and I hope I remember this year, and appreciate what I have (Because, Joni Mitchell was right)

Because, reading these questions: What helped? What advice would I give for next year? What did I learn? helps me make my missing, productive and proactive and grateful.

What helped: Taking action, letting go of expectations.

What did I learn: How to use all the video conferencing. What’s important. What I value in teaching.

Advice: Its too soon for advice, I think, beyond ‘enjoy’ and ‘be grateful’. Maybe next year.

This reflection is available in my Metacognition Bundle (along with some of my other favorite reflective tools)

I’ve done the same reflection at the end of each of the last three years.

I post some questions (best thing I learned; what helped me this year; and always ‘advice for next year’s students’.) and give students 3, 4, 5 sticky notes each. One note per answer, on whichever questions move them.

The number of notes depends on the class (read: how willing I think they will be to participate, how long it will take them to fill their post its, my willingness to push them to be reflective)

There is a bit of confusion, and some grumbling from my resident curmudgeon, and then there are answers. Some are prosaic “the best thing I learned is fractions” some are philosophical “The love of math”  The are all stuck on the wall by the appropriate prompt, and we do a gallery walk reading and adding stars of agreement (and giving me an easy assessment of points of consensus) I think we all get a much needed boost from so much positivity.

Sometime between graduation and the arrival of new students, their post its are transformed. Typed large in a pretty font and colored paper, I tape them carefully to the wall. Three years in, I have a  happy word-cloud of student advice and wisdom hovering over us at all

Three years in, I love cycling them this way – the end of the year to the beginning, old students to new.

And, three years, in, I see themes.

The biggest, most consistent theme: grit.

“Even if you’re feeling overwhelmed, trying to call it quits. Don’t!! it will pay off in the end.”

“Keep striving and never give up”

But also, general wisdom

   “Love yourself”  and “Don’t be hard on yourself! Give yourself credit!”

And, notes to melt a teachers’ heart

  [The best thing I learned is] That I’m actually smarter than I thought.

(That one actually lives on the bulletin board right above my computer, a constant reminder of why I love this work)

So, as the new school year starts,  I’m taking energy and wisdom from last years’ students. <3

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“When I feel stuck in math, I can ____” (Lesson Sketch)

April 2020 Update. Distance learning versions now available: Stuck Strategies: Data and Reflection and Stuck Strategies: Complete Bundle

I am starting a new class, with a new group of students soon. I’m excited. And nervous. And all the conflicting things that change makes me feel.

There are many things to figure out in any new teaching situation. But this is also when I am most-glad for old-favorite classics. My new class and I are starting with an old favorite lesson  about productive struggle in math class.

I particularly like this one to start with a new group.

It’s powerful to start by saying “Yep, we all feel stuck sometimes. “

It’s even more powerful to start the year by saying “But ‘stuck’ isn’t the end of the story”

Feeling Stuck in Math Class? Reread the question Look at a previous question Re-read the directions draw a picture or diagram check your work think about it differently check your notes check the book work with a peer ask for help ... Keep trying!

Originally published Feb. 2018, updated spring 2020

These hint cards floated across my teacher-media radar. And I was intrigued.

I see too many students hit a roadblock and stare at it helplessly, unsure of how to get around it, and that’s the end of that study session/class/learning until someone comes around to get them unstuck.

I liked the idea of a resource that they could access when they hit those roadblocks, that wasn’t just waiting for me.

I work hard to convince my students that it’s great to ask questions, so I wanted to be sure I didn’t discourage that, just to broaden the options to include resources and strategies that they have or can implement themselves.

(Because self-directed learning, but also, homework.)

((And ultimately, for my students, a high stakes test when I’m not around to help.))

Also, I didn’t want to make a different set of cards for each lesson.

(Because in the reality of my prep time, I couldn’t be sure they’d actually happen every week, and I needed something reliable if students were going to use it.)

So, the idea rattled around in my head for weeks until it was ready to come out.

What emerged: have a discussion about strategies, and combine it with a math lesson so students don’t revolt about losing math time.  (Because, #reasonstoloveadultlearners, they would be upset to miss out of math time)

So, after the introductions and the homework policies and the other start of the term business, we brainstorm responses to the stem “When I feel stuck in math, I can ____”.

Some of my students were far better than others at this, and one class ran out of ideas after ‘keep trying’ and ‘ask for help’.  This says much about the struggles of that particular group of students.

But it also says, come prepared, teacher, with some ideas of your own.

Once we had a list, we collected data about my students’ current habits. (I had my students come to the board and make tally marks, you could use a printable ballot, hands, four corners etc.)

Then we analyzed our results. One class made bar graphs, one wrote statements with ratios. Since that first time, I’ve done percents and a few other math skills.

And, now their strategies (and the bar graphs) are on the wall, right next to my white board. A reminder – I hope! – for the rest of the trimester.

A full version of my lesson is  available on Teachers Pay Teachers

The lesson plan includes the plan (with standards and procedures), extension ideas, multiple data collection variations, and student handouts for fractions, ratios, percents, and bar graphs.

Free! I’ve also shared our answers as a printable handout that could be added to a binder/notebook

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Math about {Anything} Lessons

My favorite recipes, aren’t really recipes. Or at least, they’re not fixed recipes, they’re a format you can riff on. Sometimes I make that pasta with broccoli and lemon and chickpeas; and sometimes the broccoli is kale, or spinach. And sometimes the lemon is Parmesan, or sun-dried tomatoes, or left out and the chickpeas are veggie sausage…. You know those recipes, right?

Some of my favorite math lessons are what I call “math about learning.” I love them because I love learning, and love talking about learning. But, really, they’re that pasta recipe. I use broccoli and learning, but you could swap in whatever you and/or your students love.

The basic idea is to conduct a mini-survey about SOMETHING and analyze your data.

Why I love these lessons

It shows students math as a useful tool for understanding the real world. Especially if they’re invested in the topic or questions.

I love talking about learning, so I do. But, for the multi-subject ABE teachers who are passionate about something other than math, it lets them connect that passion to the classroom.

Math about ___ Lesson Planner. Preview Only.

Here’s the recipe:

(Here’s a 2-page Google Doc to help you plan your lesson)

Introduce your topic: Share your content, have a discussion, get your students interested in the thing, whatever your thing is.

I do learning. You do you. Science, or music, or sneakers, or social issues, or sports, or dogs, or whatever your thing is.

Write some survey questions (or get your students to write them with you) and collect some data. A show of hands, a secret ballot, peer interviews, standing in corners of the room. Take your pick, or make your own.

Pro tip: Spectrum or rating questions translate nicely to number lines (perhaps with decimals or fractions or signed numbers)

Analyze your data. Give your students a task and math skill: Find the percent of the class who said ____; make a bar graph of responses to question __; calculate the median rating of ___.

In short, simple stats are your friend. Depending on how you structure your questions and your task, this can be decimals, fractions, percents (and/or converting between them), ratios/proportions, signed numbers, mean/median/mode, charts, tables, graphs (or work your graphs right and you can fit some geometry in) or probably other things I haven’t thought about yet.

Extend, maybe.

Make a display of your data, or write a ‘statistical analysis’ and feel fancy (and get some great learning/ELA connections).

Connect it to statistics. Talk about samples, and population, and bias. Can we make predictions based on our data about the school/town/state?

( PS. This post was inspired by a workshop I planned for the Massachusetts Coalition for Adult Education Network Conference in April.

NETWORK has been cancelled for public health reasons. I respect the decision, wish everyone good health… and am going to be offering a digital version. )

Sign up to receive information about a digital workshop from mathacognitive: “The Struggle is Real: Self Care and Balance

PPS. I don’t believe in math people and non math people. I do believe in helping all teachers — including multi-subject ABE teachers who don’t love math (yet!) — achieve.

Here’s the workshop description: Anyone can learn math … but for teachers who did not have positive math education experiences themselves, teaching math can be stressful. Still, it’s part of the job for many multi-subject adult educators. We’ll explore some of the research on math and learning and discuss how people who don’t identify with math can use their unique strengths to help their students succeed

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Lesson Sketch: Like Term-ominoes

Last year, when I was looking for creative ideas to teach like terms to my adult learners, I made up Like Termominoes. And I got to class ready to unveil them to a class full of excited students … and then all the things happened and they didn’t exactly get a triumphal unveiling.


So, this year, the unit rolled around again and I got a second chance. (I love a second chance)

I still have a tiny class (facing a different set of all things) but! we learned like terms, with some furrowed brows and some tired brains, but learned it and students walked out feeling triumphant (and their triumph matters so much more than my dominoes’)

a picture of dominoes with text. math activity "like term-ominoes" Combiining like terms + dominoes = fun and learning. Small group or center activitiy. 6.ee.as, 7.ee.a.1, 8.ee.c.7b
A fun teaching/lesson plan idea for combining like terms

Lesson Sketch: Combining Like Terms

The thinking:

For my adult learners, one of the key tasks in algebra is just getting comfortable with how it’s written. Notation, variables, a whole suite of new symbols. So we’re focusing hard on the terms, here, and less on any calculation.

The sequence:


The Tweaks:

A house (classroom?) rule clarification that you can match to any place on the dominoes on the table, not just the ends of the arrangements (with appreciation for the students who wanted to show off their double match)

I took the scoring out. My original plan included a score sheet, where points were awarded based on the coefficient of the combined term. I decided it was one more moving piece than I wanted, and skipped it.

(And, while I was at it, I updated the version on TPT to include the new recording sheet)

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Comparison Cards

When I rounded up all my various links about some of my favorite, go to activities I made a discovery.

I had posts about equivalence cards, and error correction, and my write/shuffle/share routine (although it could use expanding, tbh)

I had two different activities with comparison cards in my Teachers Pay Teachers shop. (Scientific notation, and probability for the curious)

But, somehow I had never written about how I actually use them.

Oops.

Clearly, I have been taking Comparison Card activities for granted. Also, clearly, I am attempting to rectify the situation

Why: 

They make for natural pair or group activities, so students are talking and figuring together (*cough* Mathematical Practice 3*cough*) 

They ask students to stop and think and reason about the meaning and values of the numbers, instead of jumping straight into computation.

Content:

Super-flexible, but they’re particularly well suited for formats that students tend to struggle to read/understand. So decimal values with multiple places, or scientific notation, in my class.

Materials:

Make cards by hand (half of a 3×5 index card works well) or use my Google slides tutorial.

Each card should have a single value, but mixing the number formats raises the critical thinking level (For example: my exponents set uses whole numbers, exponent notation, expanded notation, and words) 

Make enough for each student to have a set.

Facilitation options: 

Number line: Sort the values from smallest to largest, arranging in a line on the table.

Further option: Give students benchmarks to compare their number line, or construct parallel numberlines with two formats (one line with fractions, for example, and another with decimals)

War: Each student gets a set of cards, shuffled and face down. Play the classic card game, War, where the player who turns over the card with the higher value takes both

Inequalities | Number Sentences: Add inequality cards to the mix. (I have a full on set in my store, or make your own). Students should arrange two value cards and a comparison symbol to create sentences

(Note: If students are comfortable with inequalities, this is a less challenging activity since students can pick values that are easy to compare) 

Extensions: 

Add reflection/discussion questions (I always like to start by asking which were hard? which were easy? and why?)

Students create their own cards to add to the mix. This might be open or more structured (e.g. add a card that is smaller, larger, in the middle…) 

Subscribe to access my PDF Comparison Card Planning Tips (and other subscriber-only resources!)

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4 Go-To Math Activities

As I’ve shared, I’m so grateful at this point in my career to have a set of flexible activities that I know work for me and my students, that I can swap new content in when I need to.

And, in the past, I’ve been so grateful to learn from other teachers, I thought I’d round up some information on a few of my favorite activities.

Equivalence Cards

Possibly my most gone-to go to. Format changes mess with my students’ tenuous sense that they understand math, so this feels key.

A question and answer, two forms of the same value, a term and a definition. Pairs on small cards are easily shuffled. Students can match equivalents, or play Concentration to build fluency.

Comparison Cards

Note to self: Write a post about comparison cards

Key question: Which decimal? Signed number? Exponent? Algebraic expression? etc. is larger? Values on small cards can be ordered or play “War” to compare

I love to make both types of cards using google slides (click for my free tips)

Error Correction

Transform a worksheet or text book activity, and seriously level up the critical thinking.

Teacher does the worksheet … with all of the common errors that students might make make. Hand out red pens, and let students find and correct them. 

Extension: Have students write you a note about what you need to remember (They’re such encouraging teachers)

Write Shuffle Share

Have *students* write examples or questions on index cards. Check the answers, shuffle and re-distribute. Repeat. 

Infographic: 4 go to math activities... that aren't worksheets. 1. Equivalence cards 2. Comparison cards 3. Error correction 4. Write, shuffle, share
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Pre-Exam Wrappers, or Reconciling Goals

One of my struggles is goals.

Not coming up with goals (if anything I’ve got too many: see goals, and more goals, and one more for the road) Its not even, really, about carrying them out.

The challenge is DIFFERENT goals in the same classroom. My goal is to help students become confident skilled, self directed learners. Their goal is to pass a high stakes test as quickly as possible.

These aren’t necessarily in conflict, but they certainly aren’t the same, so a class that meets both takes some thought. I’ve written about this before. I’m always looking for new ways to square the circle.

My latest attempt: pre exam wrappers.

Exam wrappers make so much sense to me. Except, I don’t give exams. (yay for ungraded classes!)  On the other hand, ETS gives one heck of a summative assessment.

So, my new pre exam wrappers plan: when students do HiSET practice problems (their goal) we follow it up with some reflection (my goal)  

I’m asking them about how prepared/confident they felt, which questions are harder or easier for them, what makes those questions harder or easier and what they’ll need to do to feel prepared.

I tried it out for the first time in not quite ideal circumstances: with some of my middle level folks (so students who are a ways from the exam) with not quite enough time left in class.

And some faces started out with expressions that said something like “How would I know?”,… but then they settled in and started to do the thinking.

So, I’m hopeful.

And, also thinking this will be a skill we have to build through repetition. But then, most skills are like that.

If you’d like to join me, I’m sharing a free PDF of my questions with email subscribers. Click to sign up

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Worksheet Fail

I have one class this year that’s about 40% people who just moved up from our lowest level and are still getting their feet under them, 40% who have been at this level for a while because life and learning challenges get in their way, that one woman whose math anxiety trumps her actual skills and the guy who clearly got placed wrong.

It’s a class where I need to go slow and gentle, but some how still teach all the things.

(You’ve had that class, right? They’re lovely people. It’s so gratifying when they learn. And, slow and gentle, slow and gentle, slow and gentle)

We’re working on area, and we did my compound shapes DIY, and it was great. They were in small groups, they were getting it, they were bored even it was so easy.

And then, I handed out a worksheet.

Splat.

It was one of those generic 12 questions, computer generated free worksheets.

And it did not work.

There were a few too many side measures missing, the format didn’t look friendly, it was all too much for my slow and gentle crew.  None of the confidence they’d built up on the previous activity translated.

It was awful to watch.

So, I went looking for some better options. Something that was clear. And had the sides you needed labeled. And only used quadrilaterals (because, one shape at a time with my slow and gentle folks)

And, right, worksheet hunting is always harder than I think it should be in the era of google.

I found one nice one, that wanted me to sign up for some site to download it

I found lots with the same problems as my first try.

And others that would be good down the line, but had too many moving pieces for a first step.

And the third grade ones that were a little too easy

My pinterest board is full of neat projects, but I just need some practice to solidify it.

And the perfect-looking one that lead to a 404 error.

Some nice perimeter ones.

I really did not want to make my own. I could. But I’m not that great with graphics.

But, wait!

After way too much scrolling, the perfect slow and gentle follow up from TES. (You do have to sign up, but they’re not sketchy about it. )

 

 

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Interleaving

Tonight, my students are working on math. I’m working on interleaving.

It makes sense as a strategy, I buy the research.

And, it’s sometimes hard to actually do. (For me and my students)

So, I’m teaching my students about it tonight, for the sake of accountability.  (And, so that they are less inclined to grumble when I mix topics, because interleaving is hard)

 

The plan:

Warm up: We’re reading about interleaving as a strategy they can do  (It’s an excerpt from this guide on retrievalpractice.org)

(edited to add: The general consensus on reading this one was “My head would hurt…“)

Activity: Converting with Celsius/Fahrenheit temperature formulas. We’ve been working on formulas and expressions, so this feels continuous….until the activity slips in some graphs.

Follow Up: Instead of more temperature formulas, their practice and homework options are more temperatures (Negative numbers on a thermometer, using charts to calculate windchills) Or, more graphs. Or some different formulas. Or a review from last week.  Also, reminders that interleaving helps their brains.

(Independent practice always has options in my class. It’s my favorite way to differentiate.)

 

I like the lesson. I think it will be good for everyone’s brains/learning.

(Also, the previously-planned negative temperatures and wind chills feel a a little too appropriate for the first SUPER COLD night of the year)

 

But, truth: it’s one night. 

And, things don’t really change in my practice until I find ways to systematize them.  :\

I do spiral reviews  so that’s a start.

And, I have a set of milk crates full of review materials, so the stuff is available. That helps.

And, I have plans, a first-steps goals (read: will you be my accountability buddy?)  Once a unit, in each class, for the rest of this year, their homework options will include one random review topic from a previous unit.

But, I’m going to need a spreadsheet or something if I’m going to scale that (I love charts, they fix so many things).

But also, I could use some more ideas.

My more conscientious students said they couldn’t imagine leaving a worksheet half done to switch to something else, so they were going to need some mixed up worksheets if I wanted them to try this. (Oof, more materials to design.)