Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sophia Kim

Date 11/16/2017 Subject/ Topic/ Theme Math/Multiply Money Grade 5

I. Objectives
How does this lesson connect to the unit plan?
This lesson is where the students can actually come up with the connection to their real life story. The
students will be able to come up with a role playing where they have to think of a word problem of their
own.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

Solve problems using the strategy draw a diagram to multiply money. Ap An C

Draw and explain how the strategy draw a diagram helps students solve a U Ap An
decimal multiplication problem.

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
MP 1
Make sense of problems and persevere in solving them.
MP 4
Model with Mathematics.
MP 6
Attend to precision.
(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.
Outline assessment
activities
(applicable to this lesson)
CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right. For example, recognize that 700
70 = 10 by applying concepts of place value and division.
CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and
one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
Pre-assessment (for learning): Teacher will be asking the students if they know the
repeated addition. Teacher will be giving a term and the students will be telling what
repeated addition is.
Formative (for learning): Teacher will go over the Unlock the Problem section of the
textbook which serves as an overview of the lesson.
Formative (as learning): Students will be given a worksheet and is asked to work in pairs
to see how each other is doing.

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 Students will come up with a situation where we need money
Summative (of learning):
and make it into a role playing situation. Another output is where the students have
to write out a problem related to multiplying money.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
Students will listen Students will authenticity, minimize threats
to the Unlock the engage in
problem section of interaction with
the book to grasp their peers while
onto the concept. doing the role
playing.
What barriers might this Provide options for language, Provide options for expression and Provide options for sustaining
lesson present? mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students will oriented feedback
What will it take Students will talk express their Role playing will be
neurodevelopmentally, among the group creativity in coming an asset to
experientially, members to come optimize the
up with the role
emotionally, etc., for your up with the output challenge in
students to do this lesson?
playing.
working with peers.

Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Students will apply term goals, monitor progress, and strategies, self-assessment &
the idea of modify strategies reflection
multiplying money
and they will come
up with their own
problem.
Materials-what materials Go Math textbook
(books, handouts, etc) do Teachers small whiteboard and a marker - Brain Talk
you need for this lesson Elmo to show the book to show where the teacher is at.
and are they ready to Worksheet -- See Below.
use? Rubric for the role playing
Small whiteboard for the students.
The class will start in the carpet are for some Brain Talk but the class will
How will your classroom
be set up just the way as it is.
be set up for this lesson? Students will seat their desks in groups.
Students will be in groups preparing for the role play.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 Motivation Review: Carpet Area
mins (opening/ Teacher will give a whole number Students will tell what a repeated
introduction/ on the board and ask how can the addition is to the teacher.
engagement) teacher can make a Repeated

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 addition.
Teacher will motivate the students
by saying:
Today we will be learning
you can use decimals in
your real life. We are going
to learn how decimals can
be a money and how to get
a quicker way to get the
total of how much you
bought.
15 Teacher will go over the Unlock Students will listen to the teacher.
mins the Problem section of the
textbook one by one.
After the teacher has explained the Students will receive the worksheet.
15 concept of multiplying money,
mins Development teacher will distribute the Students will find their pairs and
(the largest worksheet below to each of the start working on their worksheet.
component or students.
main body of Teacher will instruct the students
the lesson)
to answer the worksheet with a
partner of their own. Students will hand in the worksheet
Teacher will collect the worksheet to the teacher once they are done.
once the students are done.

30 Once the students came back to Students will be following directions

mins their desks, tell the students that for the role playing activity.
they are going to come up with a
role playing activity.
Here are the rules:
Students will come up with
their daily lives where they
Closure can use money in
(conclusion, multiplication.
culmination, Students should work in
wrap-up) collaborative manner.
Students should come up
with a multiplying money
problem and act the
situation out.
Students should write out
the problem and submit it to
the teacher when they
present.
Students will present what
they have prepared to the
class when the class is
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 gathered.
For the students who will
not perform will be given a
rubric to grade the group
that is performing.
This rubric will be
completed by the
students by writing
1 through 5 on the
small whiteboard.
Teacher will
pick the
highest
number and
the lowest
number to
get the score
for the
group.
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.)

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