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# Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ted Welsh
11/6/16

## Math/Decimal Computation/Multiplying Decimals

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit plan. Like the first lesson, this one is foundational as well. Multiplying decimals is a necessary skill to move forward in the unit.
cognitiveR U Ap An E C*

## Multiply single-digit decimals with whole numbers and single-digit decimals.

Correctly place the decimal after multiplying numbers that have decimals.
Recite at least one example of why decimals are useful in the real world.

R, U, Ap
U, Ap
R

physical
development

socioemotional

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed: 6.NS.3
6.NS.3 - Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
(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 should be able to multiply whole numbers with whole numbers.

Students should be able to identify the place values of numbers and explain them.
Pre-assessment (for learning):

The instructor will ask students what they know about decimals and why they are useful.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

## What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

11-7-16

The homework correction time is informative for the teacher to see where students are at with adding
and subtracting decimals.
The note section introduces multiplying decimals to students and the instructor can observe how
students respond to the new material and if they are understanding it.
Formative (as learning):

During the station activity, students will apply their knowledge of adding, subtracting, and multiplying
decimals to answer questions. As the students practice their skills, the instructor will assess their
understanding.
Summative (of learning):
The homework is summative assessment. Both students and the instructor are given the opportunity to
see how much they learned and how they are progressing.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
The notes will be projected on the
smartboard by using the doc
camera.
The instructor will say the notes
orally so students can hear what is
written and projected on the
smartboard.

## Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students work in partners during
the partner activity. They will ask
questions of one another and
Students are free to move about the
room and work wherever they want
for the last portion of class while
they play computer games.

## Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

## Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

## Provide options for expression and

communication- increase medium
of expression

## The students will need to

explain how they did problems
to their partners.
The students will need to solve
problems on paper in writing.
The students will also use a
computer to play games that
help them practice their skills.
Provide options for comprehensionactivate, apply & highlight

## 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 need to work with

partners and check both their
own work and their partners.
This is a good way for students
to collaborate and get feedback
from each other.
Students are incentivized to do
well during the station activity.
They could receive a wow card
or candy.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

## As students correct their

homework they can reflect on
how well they know adding and
subtracting decimals.
The station activity also allows
them to self-assess their
progress in learning how to
multiply decimals.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
use?

be set up for this lesson?

Doc Camera
Blank piece of paper for notes
Dark pen or marker for notes
Videos:
Ball for hot potato
Candy
Wow Cards
Each student should have his or her computer.
Each student should have a writing utensil and two pieces of note paper as well.
Station Cards
Real World Application List
Power Football Computer Game: http://www.funbrain.com/football/index.html
Jeopardy Computer Game: http://www.math-play.com/Decimals-Jeopardy/decimals-jeopardygame.html
-

Students will sit at tables around the room. There will be three or four students at each table.
The instructor will stand at the doc camera from the beginning of the class until the station
activity. Then the instructor will walk around the room.

Time

Components
Motivation
(opening/
introduction/
engagement)

11-7-16

## Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The instructor hands the rainbow ball to a student.
Students sit on top of desks for the ball game.
The instructor plays the hot potato song video for
the ball game.

## When the video starts, students pass the ball

around. When the song stops, the student holding
the ball is out and must sit down in his or her chair.

5 min

## The student holding the ball when the song stops is

out, so the instructor tells him or her that he or she
is out.
When there are 5 students left, stop the video, and
tell the remaining students that they can have a
piece of candy.
Revisit the list of real-world applications for
decimals from the last class period. Ask students if
they have more things theyd like to add, or if they
would like to expand on some ideas. Be sure to
emphasize money and how you can multiply
quantities of money. Mention this if students have
not.
Tell the students to get out their homework from
the previous class period.

10
min

Development

11-7-16

## For controversial calls, respond to the teachers

judgment.
If you are one of the last 5, go get a piece of candy
desk. Everyone else stay in your seat.

feedback.

## Correct the assignment by doing each problem on

worksheet under the doc cam. Make sure to look up
from the paper periodically and pause for questions
after each problem.
Tell students to write down correct answers and
work if they get the problems wrong.

15
min

questions when they need help. If they get
questions wrong, students should write down the
correct answers and work in pen.

## Ask the students to take out a piece of paper and a

pencil for notes.

## Students follow the teachers instructions and get

out a sheet of paper and a writing utensil.

## Grab a blank sheet of paper and a dark pen or

marker. Also, have the completed lesson notes on
hand.
Place the blank sheet of paper under the doc cam,
and copy the lesson notes, explaining the notes as
you go. (Continue reading for how to explain the
notes). Instruct the students to copy the notes along
with you.
(the largest
component or
main body of
the lesson)

as you write it)

## Students follow the teachers instructions and copy

the notes onto their blank sheets of paper.

## Then write and say the Steps and the Note.

Then, go through practice problems 1-6 with the
students. Write out the problem, and give them a
little time to write it out on their note papers. Then,
solve the problem and make sure to verbalize the
steps you take to solve the problem. Emphasize the
placement of the decimal. As you go through the
problems, look around the room and try to assess
how the students are doing based on their facial
expressions and attentiveness.

10
min

11-7-16

## When you get to the try it section after question 6,

write the problems on your piece of paper. Then,
freeze the doc cam, and finish the problems on
your paper. Instruct the students to do the problem
themselves. Give them a minute and then show the
middle, or thumb down on how they are doing. If
many students are showing thumb middle or thumb
down, ask what the issues are and then do more
practice problems. If lots of thumb ups, move on.

notes for help.

## Students give a thumb representation of how their

doing and ask questions if they have any.

## Correct the activity with the class. Dont just write

go. Ex) The problem is 3.3 times 4. So first we
multiply 3 and 4 and that is: this is where you
would pause for students responses. If students
response, or tell them the correct response. When
students are correct, affirm them. When they are
incorrect, encourage them for trying.
Ask students how many got 100% right. Tell them
to stand up if they did.

## Students that got 100% right stand up.

Students get a wow card or candy.
The rest of the students stay seated.

## If half or more than half of the students got 100%

right, tell them to get a Wow card. If less than half
got 100% right, tell those students to get a piece of
candy.

10
min
5 min
Closure
(conclusion,
culmination,
wrap-up)

## For the remainder of class, tell the students that

they can go to Google classroom and play the
computer game that is posted there. They should
first play the football game doing addition,
subtraction, and multiplication on easy and
medium. Then, they can play the jeopardy one if
they finish or get bored.

## Tell them they are free to move about the

classroom during this time.
Tell the students that there is no homework.
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.)
I did not get to teach this lesson, so I dont have anything to say about student learning and engagement. I can only ponder it.
I tried to incorporate a variety of activities and get the students up and moving around a little bit because they can get antsy.
I can anticipate the station activity getting a little chaotic because I know that some students work faster than others and will
want to move around and get off task. If there was a way to keep those students occupied while the rest of the class is
working, that would be helpful, but I cant think of a good way to do that. I want the students to interact with each other, I
just dont want them to stray away from the activity, because the activity is important for cementing the students
understanding of multiplying decimals. I enjoyed preparing this lesson and creating the station cards. It took me a long time
to write the steps to explaining the station activity, but I think it will be a good one.

11-7-16