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STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson Adding and 2 and 3 number Multiplying Dividing Decimals Mixed Review and
or Activity Subtracting multiplication Decimals Assessment
Decimals
Long Division
Practice
Standards and CCSS.MATH.CONTENT.6 CCSS.MATH.CONTENT.6 CCSS.MATH.CONTENT.6 CCSS.MATH.CONTENT.6 CCSS.MATH.CONTENT.6
.NS.B.3 .NS.B.2 .NS.B.3 .NS.B.3 .NS.B.3
Objectives
Fluently add, Fluently divide Fluently add, Fluently add, Fluently add,
What do
students need to subtract, multiply, multi-digit numbers subtract, multiply, subtract, multiply, subtract, multiply,
know and be and divide multi- using the standard and divide multi- and divide multi- and divide multi-
able to do for digit decimals using algorithm digit decimals using digit decimals using digit decimals using
each day of the the standard the standard the standard the standard
unit? algorithm for each algorithm for each algorithm for each algorithm for each
operation operation operation operation

Academic Sum Dividend Product Divisor Flow Map

Language and Difference Divisor Hundredth Dividend Decimal
Vocabulary Decimal Product Thousandths Decimals Quotient
What academic Tenths “Magic 0” Tenths Product
language will Hundredths Hundredths Per, each, twice
you emphasize Whole number
and teach each Joined, altogether
day during this Decrease, less than
unit? (word problem
vocabulary)
Summary of Students will enter Students will enter Students will be Students will be Students will enter
Instruction the classroom and the classroom and do given a DO NOW given a Flow Map and see a word

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and Activities work on the pre a Quizizz on the activity where they with 3 boxes problem containing
for the Lesson assessment. previous day’s have to find the They will be asked decimals on the
How will the lesson. mistake in the to solve the problem board.
instruction and Guided notes will be multiplication of 2 placing, writing each
activities flow? used to walk students We will then and 3 digit numbers. step in the given box Students will use
Consider how through the steps of transition to task Students will have to for multiplying their notebooks and
the students adding and cards with 2 or 3 explain in their own decimals. do our Word
will efficiently subtracting numbers digit multiplication words why the Problem strategy that
transition from involving decimals. problems on them i.e answer is wrong. We will do the same we have learned this
one to the next. Students will then (27 x 31). process as Day 3 year (I know, I need
paste these We will then with dividing to know, plan and
worksheet notes in Teacher will first transition to guided decimals (guided work, solution) in
their interactive math post the problem on notes on multiplying notes, table work our flow map
notebooks. the doc cam and decimals. practice problems,
students will work independent sheets, I will read the
Students will then through the problem, Display the first page Reflection, glue and problem out loud and
work with their table step by step in on the doc cam with color). ask students what do
mate on 1 problem multiplying these the steps for we know (insert the
that they will numbers. multiplying information).
demonstrate on the EMPHASIZE THE decimals. Teacher
white board for the IMPORTANT OF fills in the blank and Next, students will
class. THE “MAGIC 0” uses a guided discuss what we
WHEN DOING problem to perform need to know (insert
Students will then do THE PROBLEM the task as they go. information).
an Exit Ticket
Independently before Students will then Students follow Plan and work
leaving the Resource work with their table along, writing what through the problem
room. partner using either a is written on the doc (insert in 3rd box)
white board and cam.
markers or the graph Solution (does it
paper to complete On the bottom of the make sense?) in the
their assigned task page, students will fourth box
cards. Depending on work on the two

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 time, having students practice problems.
switch task cards. Students can work
with their table mate.
Exit Ticket will be Teacher circles the
provided for class for
assessment. reinforcement and
support.
Allow two
volunteers to
complete the
problem on the
board.
Have students break
down their work in
the 3 given steps (set
up your problem and
ignore the decimal,
multiply like normal,
and count how many
numbers are to the
right in each number,
then move it to the
left).
If mistakes are made,
allow students to
correct the mistake
before explanation.
Students work with
partners to complete
the worksheet and
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Students will then
review using our
Anchor Chart the
math vocabulary
often found in word
problems.
Remember to
explain that this is an
overview, but not
every problem will
have these words.
Students will then do
a guided practice
using our word
problem strategy
with 3 word
problems containing
multiplication and
division of decimals
(students have
shown throughout
the course they do
better with addition
and subtraction word
problems).
Assessment will be
given before students
leave class.
 write a short
reflection of what
they learned.

Students will then

glue and color their
pages in their
notebooks at the end
of the lesson.
Differentiation Within the Resource Students will use Guided notes Printed Guided notes Thinking Maps
What are the room, students will graph paper and Turn and Talk for students with Multiplication table
adaptations or be provided with place one number in Printed guided notes handwriting Graph Paper
modifications guided notes. each box to keep for students with difficulties available
to the 2 of the students their math organized. handwriting Math word problem
instruction/acti (who receive difficulties. Graph paper vocabulary chart
vities as Occupational available for students
determined by Therapy for Multiplication table
the student Writing), will be available Multiplication table
factors or provided notes for available
individual with the words filled Regardless of seats,
learning needs? in to limit students are close Regardless of seats,
handwriting. enough in ability students are close
where grouping enough in ability
doesn’t have to be where grouping
planned. I want doesn’t have to be
students to engage in planned. I want
the problem, talk students to engage in
with one another and the problem, talk
both have a hand in with one another and
solving. I will circle both have a hand in
around and be able to solving. I will circle
see which students around and be able to
are not working see which students

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 through the problem are not working
(only 8 students are through the problem
in during this time) (only 8 students are
in during this time)
Required Doc Cam, Apple Tv, Doc Cam, Apple Tv, Doc Cam, Apple Tv, Doc Cam, Apple Tv, Doc Cam, Apple Tv,
Materials, computer, math computer, math computer, math computer, math computer, math
Handouts, notebooks (in class), notebooks (in class), notebooks (in class), notebooks (in class), notebooks (in class),
Text, Slides, guided notes for guided notes for guided notes for guided notes for guided notes for
and addition, subtraction, addition, subtraction, addition, subtraction, addition, subtraction, addition, subtraction,
Technology multiplying and multiplying and multiplying and multiplying and multiplying and
dividing decimals, dividing decimals, dividing decimals, dividing decimals, dividing decimals,
student folders to student folders to student folders to student folders to student folders to
store the worksheets store the worksheets store the worksheets store the worksheets store the worksheets
we haven’t used yet. we haven’t used yet. we haven’t used yet. we haven’t used yet we haven’t used yet
Multiplication task
cards with a mix of
word problems and
just calculation.

Student Chrome
books
Instructional The interactive Students will use a I Can statement I Can statement I Can statement
and notebook allows Quizziz as a Essential Question Essential Question Essential Question
Engagement students to take a refresher from the Learning Objective Learning Objective Learning Objective
Strategies short break to color previous days Students engage in
What strategies and highlight activities. turn and talk, partner Students engage in
are you going portions. work, and being able turn and talk, partner
to use with While explaining to look forward to work, and being able
your students to Turn and Talk how to multiply decorating and to look forward to
keep them Guided practice longer numbers, coloring their pages. decorating and
engaged I Do, We Do, You perform the math coloring their pages.
throughout the Do problem wrong (10 x
unit of study? 10= 10, forgetting to

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 Reflection Writing go to the next line)

Ask students why

this is wrong, and
what must we do
instead.
Formative Students will have an Students will do an Reflection piece Reflection piece
Assessments independent portion Exit Ticket written by them written by them
How are you attached to each independently before determining what determining what
going to worksheet that they leaving. they learned. they learned.
measure the will work on
learning of your themselves.
students
throughout the
lesson?

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Summative,
Post-
Assessment
What post-
assessment will
measure the
learning
progress? Note:
This can be the
same as the
pre-assessment
or a modified
version of it.

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