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6th Garde Math Lesson Plan

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.

Step #1: Facts about the Student Learners


Who are your students and how do they learn?
My students are sixth graders. They all learn differently, but most of them seem to prefer visual or kinesthetic learning. The third popular being
tactile learners, who might benefit the most from this lesson. Almost 42% of my students have IEP’s, one is an ELL student, and one student
has been diagnosed with ADHD, but does not have a 504 Plan or IEP. Almost all of them watch television daily and a significant number
listen to music or play sports daily as well. The majority of the students stated that they never cook or bake, and I thought this lesson could be
a fun and educational way to introduce them to cooking. My students are 50% male and 50% female.
What are your students’ various strengths, languages, cultural backgrounds, learning styles, and interests?
Most of my students were born in this country with about ten percent of them being first generation Americans. A few of my students were unsure
what generation they were, but more than half of my students only speak English. About one quarter of them have experienced poverty.
41% of my students are black, 25% are white, 17% are Latino, and 17% are Asian . They have varied strengths and interests. Many feel they work
best independently but still enjoy working with their peers as well. This is why I try to incorporate both group work and independent work in
lessons. Math is my students’ least favorite subject.
What are your students’ various multiple intelligences?
Most of the students are “activists” according to Kolb’s theory of learning styles, which means they like to learn by doing and are open to
competition and group work. A good number are also reflectors, who may be more comfortable observing, followed by pragmatists and theorists.

What forms of communication (e.g. assistive technology) do your students use?


None of my students use assistive technology, though other supports are necessary at times from teachers or paraeducators.

Pause and Reflect About Specific Students


Are there any students with characteristics that might require differentiation in the content, product, or process of learning?
S’s IEP Goal is to add, subtract, multiply, and divide fractions, so he might need more assistance with these skills than others in the class and
myself or my co-teacher will be sure to check in frequently to make sure he is understanding the work since his IEP indicates that he does not ask
for help. C lacks confidence in math class, so my co-teacher and I will provide differentiated and well scaffolded problems for her to complete in
small group after receiving step by step instructions. Furthermore, because C struggles with retention a spiraled do now will be provided to all
students. B will benefit from the small group work aspect of this lesson, and can help pass out some of the materials, but will not be permitted to
wander about or leave the classroom multiple times. D’s IEP Goal also relates to the lesson today, using numbers and words to solve real world
problems, so we will make sure she is drawing the connections between the math we are doing and
the real life applications. Also, when appropriate, provide D with the positive reinforcement she seeks. I will be sure to go over the correct
vocabulary terms with Sean and prompt when necessary.

Step #2 Content Step #3 Products Showing Student


(What will the students learn?) Success (How will students convey their
learning?)
What are the academic and/or social goals? What content standards are In what ways will the learning outcomes be
addressed? demonstrated?
The students will complete the mathematic
Apply and extend previous understandings of multiplication and division to expressions and be graded by another group. The
co-teachers will make sure these gradings were
divide fractions by fractions.
CCSS.MATH.CONTENT.6.NS.A.1
accurate.
The quality report also includes questions that will be
graded by the co-teachers. The final grade of the
Compute fluently with multi-digit numbers and find common factors and students will be determined by the evaluation form
multiples. that the co-teachers will fill out together.
CCSS.MATH.CONTENT.6.NS.B.2

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.

Pause and Reflect about Specific Students:


Are there any students who require unique or multi-level objectives or materials? Are there any students who require unique ways of
S might need to go over the use of fractions more so than the other students and the showing what they know?
teachers can assist with that. S, D, and Sean have IEP goals of communicating
D will explain her math to the teachers as she does one expression and if done accurately how they used math concepts throughout the
correctly, shall receive the positive reinforcement she seeks. lesson. The teachers will talk with each student and
A will need to be reminded of the time and hopefully working in a group will help her have all of the students write a brief reflection about
with that. what they learned that day while they are waiting for the
E needs to be checked on to make sure he is using the classroom supplies as intended, cookies to cool.
but will only be given two warnings before he loses privileges.
B does better in a small group, but will still need to have frequent checks for
understanding and make sure he is doing the work and not leaving the room
unnecessarily.
T will be reminded to take her time and try and catch her own mistakes without help
from the teacher.
The ELL student without a name will need to be pre taught some of the vocabulary such
as measure,
S will need to be provided with a schedule such as at 9:00 do now, 9:10 mini lesson 9:30
break into groups 10:00 make cookies, 10:05 reflect on the lesson and write a reflection
10:10 eat cookies, 10:15 dismissal.
U will need frequent checks for understanding because students do better with
feedback (McLesky)
Step #4: Process of Instruction
1. Pre-Assessment Entrance Ticket
The lesson will begin with a scaffolded do now that includes simple addition and subtraction of fractions with the same denominator. It will then
switch into problems 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 labeled BONUS to reduce the pressure from students still grappling with this skill and
include problems such as 8/9 + ⅚.
2. Anticipatory Set:
As a class, we will do a few fraction expressions involving changing denominators and both adding/subtracting and multiplying/dividing.
The teacher will give an example with parentheses and ask if anyone knows what they mean.

3. Build and Apply Knowledge:


Next, the teacher will teach the order of operations, GEMS in order to help the students remember. This will show the students the
importance of groupings and how different an answer can be if you do not follow the order of operations correctly.

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

- How did students do? Were the needs of learners met?


Overall, the students did very well. S struggled with the fractions more than others, but we helped him along the way. They loved the idea
of determining the proper ingredients for delicious cookies, and loved it even more when they made and ate the cookies at the end.
The ingredients created some mess, but that is to be expected and is easily cleaned up. Some students struggled with the order of
operations, as it was the first day learning about it, but most understood it quite well by the end. Considering all the small pieces of math
combined into one lesson, they did a great job! Those learners who needed extra attention got it, and though they worked a little slower
than some of the other students, completely their work along with everyone else.

- What are recommendations for the design of the next lesson(s)?

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