Running head: MULTICULTURAL LESSON PLAN 1

Multicultural Lesson Plan

Esmeralda Bernal

College of Southern Nevada

MULTICULTURAL LESSON PLAN 2

Multicultural Lesson Plan

Student: Esmeralda Bernal___________________

Subject/Concepts: Age: 12 Math -Integers__ _ Grade Level: 6th_ ___

1. Standards: Apply and extend previous understandings of numbers to the system of

rational numbers.

6.NS. Understand a rational number as a point on the number line. Extend number line

diagrams and coordinates axes familiar from previous grades to represent points on the number

line and in the plane with negative number coordinates

A. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the

number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and

that 0 is its own opposite.

B. Understanding signs of numbers in ordered pairs as indicating locations in quadrants of the

coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are

related by reflections across one or both axes e.g., (+5)-(-9)=(-4); change first, then follow addition rules

and plot on number line.

C. Find and position integers and other rational numbers on a horizontal or vertical number

line diagram; find and position pairs of integers and other rational numbers on a coordinate plane e.g.,

(-10)x(+2)=(-20), and (+5)x(+2)=(+10).

o Observable objective: The teaching learning focus of the lesson plan covers basic math for

the topic of Integers. Students will be able to carefully apply the mathematical procedure with

Integers for the lesson. The concept is to gain student’s focus, in order to easily understand

future related topics. The skill is to gain student’s interest, in order to prepare students for
MULTICULTURAL LESSON PLAN 3

complex math expression. The knowledge applies to the student’s ability to complete and

understand basic integers. The purpose of the lesson is to prepare all students in order to be

successful with important mathematics training.

 Multicultural goal: Understand the social, political, and economic influences on student learning

and achievement. Build social relationships to promote interest in differences and include other in

school and social activities.

o Observable objective: Students will be able conduct analysis of different problems and

complete work in the student environment within each other, to perform the required topic of

Integers. Students will be able to potentially work on explaining the views and positions of

every expression with the understandment of Integer Rules, completely. Students will be able

to evaluate working problems or questions and present their own learning methods for

successful student achievement. To succeed, students will form groups of four and work

together to as an activity. The purposeful main goal is to work among all cultural groups to

ensure teaching and comprehension together.

 Auditory-Visual-Kinesthetic learning styles: Auditory learners; The lesson will incorporate

further steps, oral communication, extra help etc., for the student to comprehend the lecture.

Visual learners; The lesson will definitely occupy students, show picture examples of working

problems, show/demonstrate working problems by teacher etc., in order for the student to

comprehend the lecture. Kinesthetic learners; The lesson will incorporate unsureness will always

be clarified, the actions of working problems are demonstrated by student and teacher, will be

covered in the lecture, color coding etc., in order for students to comprehend the lecture.

 Gardner's Intelligence: Spatial Intelligence; The lesson will provide extra picture examples for

students to perform and visualize thoughtfully. The lesson itself requires visual art work for every

working problem expression. There will be various ways for all students to work effectively by

mastering Integers and successfully accomplish the lesson on time.

MULTICULTURAL LESSON PLAN 4

2. Materials: Video and Handout worksheets.

3. Instruction- learning Process:

 Do First: The teaching lesson will briefly introduce Integer topic by sharing rules and handing

out a warm-up activity sheet. The teacher will ask several basic questions to gain students interest

in the topic, aside from being required. The activity is basic and can be an assignment or a quiz

for the student’s knowledge and readiness. (5 minutes)

 Mini-lesson: The teacher will teach the lesson and will be in charge of completing every part of

concepts, information, skills, readings, other requirements, etc., for student learning. Mini-lesson

takes place the first day and ends the on the second day. (25 minutes)

 Guided Practice: After lesson, the teacher will instruct and make sure students work by sharing

learning methods from different cultures to ease student’s learning. Students will form groups of

4 as multicultural goal, to work among different student environments that share knowledge and

readiness. The teacher assigns addition/subtraction worksheets that relate to the first set of Integer

rules. On the second day, instructor re-teaches last set of Integer rules, and assigns

multiplication/division worksheet for students to finish completing. (15minutes)

 Independent Practice: Now students are ready to complete the major learning activities that

apply to the skills and knowledge for both subject and multicultural taught in the mini-lesson and

guided practice. In this section, all Auditory, Visual and Kinesthetic learning styles will be

incorporated in the lesson plan, just as assisted. The multiple intelligences will be demonstrated

through each student’s learning creativity. Students are prepared to work individually and with

teacher assistance if needed who will facilitate the activities. (40 minutes)

 Exit Slip: A quick assessment will be independently performed for students to show

accomplishment of the subject after having multicultural objective goals conducted. The final exit

slip covers major learning levels for student requirements which finalizes topic in order to
MULTICULTURAL LESSON PLAN 5

proceed on to further grade level topics. (5 minutes)

4. Resources: https://www.math-

drills.com/integers/images/integers_all_operations_1515_xp_001_pin2.jpg?v=1360986503

http://webmart.me/wp-content/uploads/integers-worksheets-of-integer-problems-worksheet-5.jpg

https://youtu.be/5oHJcmYbHvA

5. Reflection: 1. What specific subject concepts, skills, applications etc. does the student

achieve for the identified grade level? The student mostly achieves the solving every sequence

for the working problems and amazingly demonstrates problem solving.

2. What specific multicultural knowledge,

skills, etc. Has the student achieved? The student accurately performs knowledge skills to their

peers and teaches the solution.

3. Assess the level of student engagement and active learning for the lesson

strategies selected for the “Instruction-learning process? Each and every student works

effectively with all folks by following directions and re-teaching problem solutions.

4. Lastly, list the strengths and weaknesses of the lesson plan. Weaknesses: Some students may

get of topic if the teacher does not pay attention. Most students are imperative but can easily

focus on interesting lesson. Some students decide to work individually without any help and

might affect grades. Strengths: All student always do well when they focus and follow

instructions. All students successfully collaborate and develop multicultural environments very

well. All students perform at maximum levels for the requirement of their grades.
MULTICULTURAL LESSON PLAN 6

References

https://www.math-

drills.com/integers/images/integers_all_operations_1515_xp_001_pin2.jpg?v=1360986503

http://webmart.me/wp-content/uploads/integers-worksheets-of-integer-problems-worksheet-5.jpg

https://youtu.be/5oHJcmYbHvA