Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

Date Subject/ Topic/ Theme math chapter 9 numerical patterns Grade _____5______

I. Objectives
How does this lesson connect to the unit plan?
This lesson starts the transition to find patterns in data without graphing. up to this point we have been finding the patterns in data with graphs.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Use rules to generate a numerical pattern Ap
● Identify the relationship between the corresponding terms and the patterns R
● Explain the word relationship related to math and numbers to their table group An X
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.G.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from two patterns, and graph the ordered pairs on a coordinate plane.
(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. know how to find patterns between numbers. that there can be relationship between numbers.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
have them talk with their table group what they think it means to have a relationship related to number
sequences..
Formative (for learning):
Their homework.
Formative (as learning):
Group work time then come back together and work as a class on the problems.
Summative (of learning):
Their homework.
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Go over the problems they did as a
small group as a whole class.
checking in with them while they
do their homework.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Working with partners on math
problems.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Doing their independent work
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Give them lots of time to ask
questions throughout the lesson.
Provide options for perception-
making information perceptible
Provide Multiple Means of
Action and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Understand that their is patterns
that show up with in data and how
those relationships are important.
Provide options for expression and
communication- increase medium
of expression
Provide options for physical action-
increase options for interaction
They have a couple times
throughout the lesson to talk
with partners.

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 Materials-what materials Whiteboard, textbook, doc cam, colored pens.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom They will be sitting in table groups facing the whiteboard.
be set up for this lesson?

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 Have them explain to their table group what they Talking with their table groups about what it means
mins (opening/ think it means to have relationship between have relationships between numbers.
introduction/ numbers.
engagement)

Do pg 559 as a class (unlocking the problem) Taking notes on the problems we do as a class.
pg 560 as a class Talking as a table about the problems
20 Talk as a table about pg 561 questions 1-3 and the
mins word problem related to their lives. Have them
Development come and put their answers on the board.
(the largest “if i live 3 miles away from Wealthy Elementary
component or and it takes me 30 mins to walk 1 mile how long
main body of would it take me to walk to school what if I added
the lesson) another mile to my walk. create a table showing the
miles i walked and the time it took me to walk that
far.”
Go over problems as a whole class after.

Closure
Do their homework independently pg 563 1-6 Working independently on their homework
(conclusion,
I’ll be walking around to answer questions they
culmination,
10 have.
wrap-up)
mins

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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