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PLANNING PHASE
Lesson Topic and Name:
“Cookie Calculations”
Students will use Order of Operation and Fraction computation to determine the amount of each ingredient to make No Bake cookies.
CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems,
e.g., by reasoning about tables of equivalent ratios, tape diagrams, double
number line diagrams, or equations.
CCSS.MATH.CONTENT.6.EE.A.3
Apply the properties of operations to generate equivalent expressions.
Differentiation Considerations: In what order will concepts and content be Differentiation considerations: What are the
taught? multiple ways students can demonstrate their
The lesson will begin with a scaffolded do now that includes simple addition and understanding? All students will complete the
subtraction of fractions with the same denominator. It will then switch into problems
handout and quality report to the best of their
that include denominators that can be easily compared such as ½ and ¼ and ⅓ and 1/12
so that students need only to multiply one fraction in the set. The next part will be abilities, and there is a spot to explain with words
labeled BONUS to reduce the pressure from students still grappling with this skill and what they have learned and anything they are
include problems such as 8/9 + ⅚. uncertain of. Some students will discuss with the
teacher
One teacher will begin with whole group instruction while the other teacher gathers data or co-teacher the vocabulary they learned and what
on a clipboard to see which students are struggling and which are excelling (McLesky). relation it had to the activity.
The teachers will alternate each class period so that students see both teachers in both
rolls.
The teacher will ask the class for help along the way, helping the teacher and co-teacher
determine where the students are at in their fraction knowledge. Next, the teacher will
teach the order of operations, GEMS. The teacher will explain that it is important to be
organized. Mathematicians have come up with a system to organize math so that
everyone can arrive at the same answers. The teacher will then do another practice
problem on the board with help from the students enforcing the order of operations just
learned.
The teachers will then pass out the handout (see last page of lesson plan), which has
several mathematical expressions the students need to solve in order to know the
proper amount of ingredients to use, and explain the activity and the end result—
cookies. The teacher will go through one with the whole class, then let the students
continue on their own. If they need help, they may ask their group members in their
cluster first. The teachers will float from group to group to help with any difficulties
and to make sure the students are following the proper order of operations and fraction
rules. This will also be when teachers are able to offer extra assistance to those
students who need it most. Once the group arrives at one answer for each ingredient as
a team, they will measure out each ingredient and set the ingredients in the center of
their table. The teachers will circulate to check for understanding with questions
including “What do we do first?” “What does GEMS stand for” “What is the first step
to add fractions?” “What 3 things do we do when we divide fractions?” etc
After the students finish the expressions, the students will exchange handouts with
another group and we will go over the correct amounts together. If there are mistakes,
we will talk about how we might have gotten to that mistake (i.e. not making common
denominators), and how the difference would influence the cookies (i.e. taste extra
salty).
Then, as a class, we will combine the correct amount of ingredients—if all groups were
correct, we will simply combine them all and make an extra large batch.
What multi-level and/or multi-sensory materials do the teachers need to facilitate What authentic products do students create?
access to the content? The students will create no bake cookies using specific
The teacher will use the white board/smart board if available, a worksheet, hands-on calculations.
work, and all the cooking ingredients to facilitate learning. The teacher will acquire
permission and access to a stovetop in order to melt some of the ingredients. The
worksheet serves as the main grading component, though the teachers will also be
looking out for participation, group work, and enthusiasm. The students will be able
to measure out their own ingredients in order to activate the activists and get the
students using tactile senses and not just paper and pen.
What multi-level goals are needed for all students to meaningfully access the What are the criteria teachers use to evaluate the
content? products?
Multi-level goals include understanding fractions, understanding adding/subtraction The final product, the no bake cookies, will not be used to
fractions, understanding multiplying/dividing fractions, and the newly taught order of evaluate the students. The evaluation will happen before
operations. We will go over all of these aspects as a class, but further attention will be the final product is complete—when going over the
given to those students who require more assistance in those areas. If necessary, the calculations of the students. We will discuss what the
teachers will simplify the expressions while still incorporating each level of the cookies would have tasted like if we had followed the
lesson. ingredients that each group decided on. Then, we will
create the correct cookie recipe as a class.
4. Guided Practice:
The teacher will then do another practice problem on the board with help from the students enforcing the order of operations just learned.
After passing out the handouts, the teacher will also do the first expression on the handout with the class on the board. One teacher will
circulate with a clipboard making noted of which students are able to correctly solve the problems and which misconceptions are
noticed.
5. Independent Practice:
The students will finish the handout on their own. Trying to work independently for the first five minutes, then working as a group to arrive
at one final answer for each expression. Once the group arrives at one answer for each ingredient as a team, they will measure out each
ingredient and set the ingredients in the center of their table. Teachers will circulate in order to check in with groups. Teachers will provide
the feedback of a check for correct answers and x for incorrect answers and a dot for math errors. Teachers must check the groups work for
the students to move on.
6. Closure:
After the students finish, they will exchange handouts with another group and we will go over the correct amounts together. If there are
mistakes, we will talk about how we might have gotten to that mistake (i.e. not making common denominators), and how the difference
would influence the cookies (i.e. taste extra salty). Then, as a class, we will combine the correct amount of ingredients—if all groups were
correct, we will simply combine them all and make an extra large batch.
Instructional Formats Instructional Instructional Strategies Social and Physical Co-teaching Approaches
Arrangements Environment
Considerations: Considerations: Considerations: Considerations: Options:
The lesson is activity based The lesson begins with the The students stated they The room will already be The lesson will start with a
and gives students the whole class being rarely, if ever, cook. This arranged in groups, which one teach one observe
opportunity to work instructed as a whole. lesson gives them the will help when it comes model and then move into
individually and in a After the teacher goes over opportunity to see how fun time for the group work. both teachers monitoring
group. The goal is to make the basics, the students will cooking or baking can be, They do get the experience and checking in with
the best tasting cookie, so work in their groups (their and how important math is of working as a whole class specific students and
that should keep the desks are already grouped) when doing either task. and individually as well. groups
students motivated. There to complete the assignment Many of the students This way the teacher can
is no technology involved, and they have to agree on claimed they worked well differentiate between the
besides perhaps a smart an answer together— and enjoyed working in students and offer more
board, but it is still fun and cooperative learning. We groups so the small group assistance when
engaging for kids. They get will review the lesson and work will benefit most of necessary.
to play chef and determine answers together as a the students.
the ingredients for their whole group.
own batch of cookies. If
heat was not involved, they
could do the actual baking
themselves as well,
something to consider for
future lessons.
Pause and Reflect about Specific Students
What student-specific teaching strategies do select students need? What specific systems of supports, aids, or services do select students
need?
Most of the students should be able to accomplish the handout and group work without much help. Some of the students will need extra attention
or reminders from time to time; which is why we will work together as co-teacher to provide frequent checks for understanding for our students.
We can support each other and help out more students at once with individual attention. This allows us to help students with specific IEP Goals
reach those and also help students with undiagnosed issues stay on task and complete their work to the best of their ability.
Step #5: Reflection Phase
- Where, when, and how did you debrief and evaluate the outcomes of the lesson?
Both teachers will pay attention to the students throughout the lesson. Using their handouts and quality reports, we will evaluate their work,
and also ours. We will be able to see how well the students understood the different lessons being taught and if there was anything we
could have done to help more along the way. If some students are still struggling with fractions and GEMS, we will pull them into a small
group or one on one for targeting instruction