Image provided from http://www.wikipedia.org/.This artifact is a lesson I used with my 10th grade math partner, who I currently work with twice a week during my field experience. It was designed in order to introduce Euler paths and circuits because it was the upcoming unit, and my student had no previous knowledge of the topic, due to the fact that he had recently transferred from another school. The goal of the lesson, therefore, was to define what it means for a graph to be an Euler path or circuit and to identify the specific characteristics of the two.
Overall, I was very happy with how well the lesson went. I had accurately planned for the time allowed for the lesson, and my student was able to get through the entire worksheet. When going through the instruction part of the lesson, it seemed to be very helpful to my student that I provided definitions of all new and previously learned terms. Also, because those terms were also defined on his worksheet, he was able to reference them whenever necessary. Also, while the student was instructed to work on procedural knowledge by identifying the type of graph, he also worked on some conceptual knowledge of the topic by filling in the given table in order to see patterns and relationships between the types of graphs.
In the future, I would definitely consider using this lesson plan again because it sets a good foundation for students when they are just learning about Euler paths and circuits. Because I will eventually be teaching an entire class rather than just one student, though, I will be sure to adapt my lesson plan properly. For instance, instead of going through the worksheet together, I would probably allow students to work in pairs in order to complete it. Then, towards the end of class, I would be sure to have a whole group discussion about their findings relating to the patterns and relationships discovered.
Overall, I was very happy with how well the lesson went. I had accurately planned for the time allowed for the lesson, and my student was able to get through the entire worksheet. When going through the instruction part of the lesson, it seemed to be very helpful to my student that I provided definitions of all new and previously learned terms. Also, because those terms were also defined on his worksheet, he was able to reference them whenever necessary. Also, while the student was instructed to work on procedural knowledge by identifying the type of graph, he also worked on some conceptual knowledge of the topic by filling in the given table in order to see patterns and relationships between the types of graphs.
In the future, I would definitely consider using this lesson plan again because it sets a good foundation for students when they are just learning about Euler paths and circuits. Because I will eventually be teaching an entire class rather than just one student, though, I will be sure to adapt my lesson plan properly. For instance, instead of going through the worksheet together, I would probably allow students to work in pairs in order to complete it. Then, towards the end of class, I would be sure to have a whole group discussion about their findings relating to the patterns and relationships discovered.
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