Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean Date April 2014 Subject/ Topic/ Theme Division as Grouping (Lesson 2) Grade ______3________

I. Objectives How does this lesson connect to the unit plan?

This is the first structured lesson the students will have for division, and is the first method of 4 they will be exploring.

Learners will be able to:

Understand division as a way of grouping numbers Be able to solve division problems using the grouping method

cognitiveR U Ap An E C*

physical development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.MATH.CONTENT.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 8 . CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students use the format of large group, small group, then individual instruction with nearly all mathematical concepts. Students can use manipulatives Students know other operations including multiplication, addition and subtraction
Pre-assessment (for learning):

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning):

Instructor will monitor the students progress Summative (of learning): Fill out a worksheet
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students see the manipulatives, hear the instructor, and work it out themselvecs Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students see, write, move manipulaties and hear the material Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Questions include real-life examples

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your

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students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression Students write out problems and move manipulatives as a visual. Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

Students help each other while working on the issue

Provide options for comprehensionactivate, apply & highlight

Students work together

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Students see this lesson as a short-term goal, but understanding of division as a long-term goal Division using the Grouping Method worksheet Dixie cups (6 for each student) Counters/small unifix cubes (each student needs at least 36)

Students complete a handout that has everything they need

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Students continue to work on small-group work, as well as individual work

Normally- work with side by side partners and individually How will your classroom be set up for this lesson?

III. The Plan Time Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. -Remind students of the division ideas we did -Remember the division ideas from before yesterday, and ask students to volunteer how they completed the activity -The grouping method will come up, and can then discuss the grouping method

Development (the largest component or main body of the lesson)

-Have students pass out the worksheet -Go through first two examples with students -Show how to use the cups with the counters/cubes as given on the worksheet E.g. 6 divided by 3 6 counters 3 cups 2 counters go in each cup -Instruct students how to draw the diagram, with 3 circles and dots inside the circles (2 in each).

-Follow along with examples -Complete examples

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-Instruct students to complete the next example and check with their side-by-side partner. -Go over the example in a large group setting just as before -Have students complete the examples while answering questions and giving individual help

Closure (conclusion, culmination, wrap-up)

-Ask for students to explain the grouping technique to each other. -Collect sheets

-Put away materials -Turn in sheet

*** If students are not understanding the method, or if time allows, play a game involving the students being the manipulatives. Use rope, yarn, or tape on the ground for your cups, and students as the counters.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) -After showing the lesson to my peers, it is clear that keeping the same format that the students are used to is a good idea. It is good that we first go over the assignment in a large group setting, moving to small group and individual so that the students have the chance to hear the instructions multiple ways, and become comfortable with the technique before working on their own. Using similar story problems at first will help them be comfortable with what they know, but adding more complicated and using different contexts with the division work will also help the students gain a deeper understanding of what they need to know. I covered different ways of representation and communication and physical action, and came up with methods for students to keep their work organized better than I have seen them do in the past. Overall, this lesson will allow students to learn the method in an efficient way, but should be followed up with a lesson that allows them to use all of their knowledge in a more exciting fashion. -Lesson 2 went extremely well. Because the game "What's My Share" that the students played yesterday, they understood the concept of having the cups and spitting the counters between the cups. After a detailed explanation, all but a few students were able to finish the entire worksheet correctly. I enjoyed using the cups and counters, because it kept the students organized, and they were able to see and hear the counters being moved. The students were able to stay focused on this new task I believe because it is a completely new topic done in a way they have not used before. During the wrap-up, I was even able to hear about the different ways to complete this method that the students used. I was videotaped during the explanation of this lesson, and had the opportunity to see myself teach. Although I believe I did well for one of my first lessons, there were several places I could improve on. One would be the tone of my voice. I often used questions during directions instead of statements. E.g. "Can you complete the next problem?" Instead of "Please complete the next problem." The inflection of my voice tended to go up, which made my statements seem weak. Another area for improvement would be my body language. I did not have a strong presence at the front of the classroom, I tended to cross my arms, hug myself, cross my legs, and sway during the instructions. This can be distracting and also does not show the students my authority, knowledge, or confidence. My last area for improvement would be my facial expressions. During the lesson, I appeared nervous and scared, even though I didn't realize it at the time. Although I smiled a few times, I need to work on showing more enthusiasm and give more encouraging looks to the class.

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