Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ted Welsh
11/8/16

Subject/ Topic/ Theme

Single-Digit Decimal Computation Review

Grade ____6th________

I. Objectives
How does this lesson connect to the unit plan?
This is the 5th lesson in the Decimal Computation unit plan. Students have already learned how to add, subtract, multiply, and divide single-digit numbers with whole
numbers and single-digit numbers. This lesson is helpful in cementing students learning prior to expanding it to include multi-digit decimal computation.
cognitiveR U Ap An E C*

Learners will be able to:

U, Ap
U, Ap
R, An, E
U, Ap

Identify the correct answer to decimal computation problems on a computer screen and select it.
Identify the solution to a problem and cover it on a tic-tac-toe board.
Identify errors in their work and another students work.
Participate in a tic-tac-toe activity in a respectful and cooperative manner.

physical
development

socioemotional

*
*
*
*

Common Core standards (or GLCEs if not available in Common Core) addressed: 6.NS.2, 6.NS.3
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
(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.

Students should be able solve addition, subtraction, multiplication, and division problems that involve
single-digit decimals and/or whole numbers.
Students should be able to correctly place the decimal in these computation problems.
Pre-assessment (for learning):

The Kahoot quiz and the tic-tac-toe game are pre-assessment. Students are given the opportunity to
assess their progress and see what they need to work.
Formative (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?

As the students do the Kahoot quiz and play the tic-tac-toe game, the instructor will assess their
understanding. The instructor will both be able to actual scores of the students, as well as look at their
work and facial expressions as they interact with problems.
Formative (as learning):

Students will also be able to assess their own understanding during the tic-tac-toe game. They will
have the opportunity to find flaws in their partners work and their own. This will help them assess
their ability to do problems and their ability to find errors in their work.
Summative (of learning):
Students will be assessed on how well they participate and help their peers during the tic-tac-toe
activity. There is a rubric that is used to score students.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
The Kahoot Quiz will be projected
on the smartboard, and also on the
students computer screens.
The instructor will also speak the
questions and answer options for
the Kahoot.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
During the Kahoot quiz, students
will use their own computers and
select the correct answers during
the quiz on their computers.
They will also solve the problems
using a pen and paper.
Students playing the ball game with
have to both catch and pass the ball
to classmates.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Student will work with partners

during the tic-tac-toe activity

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
The Kahoot quiz tallies each
students score as the quiz
progresses, so students stay
interested and feel challenged to do
well.
Students must work together to find
errors in their work during the tictac-toe activity. If two students get
different answers, they need to try
to figure out where one or both of
them went wrong.

Provide options for comprehensionactivate, apply & highlight

Students can apply their

knowledge from lessons 1-4
during the class period.
Students can activate what
theyve learned by solving
problems and identifying their
partners mistakes. This allows
for higher level problem
solving.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students can self-assess how

they are doing by seeing their
scores on the Kahoot quiz, and
comparing their work to the
work of the instructors.
As they correct their work after
their partner points out a
mistake, student have the
opportunity to reflect on what
they dont understand and do
their best to make sure that
mistake doesnt become a
pattern.

Doc Camera
Kahoot Quiz: https://create.kahoot.it/#quiz/f9210fb7-417d-496b-8d9a-714abcca5d5c
Blank piece of paper for Kahoot answers
Dark pen or marker for Kahoot answers
Videos:
1. Hot Potato Song: https://www.youtube.com/watch?v=1_UIv74Uw_Y
Ball for hot potato
Each student should have his or her computer.
Each student should have a writing utensil and pieces of scratch paper as well.
Tic-tac-toe work sheets for each student.
Wow Cards
Candy
-

Students will sit at tables around the room. There will be three or four students at each table.
The instructor will stand at the doc camera from the beginning of the class until the station
activity. Then the instructor will walk around the room.

III. The Plan

Time

Components
Motivation
(opening/

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The instructor hands the rainbow ball to a student.
Students sit on top of desks for the ball game.

5 min

introduction/
engagement)

The instructor plays the hot potato song video for

the ball game.
The student holding the ball when the song stops is
out, so the instructor tells him or her that he or she
is out.
When there are 5 students left, stop the video, and
tell the remaining students that they can have a
piece of candy.

Development
(the largest
component or
main body of
the lesson)

When the video starts, students pass the ball

around. When the song stops, the student holding
the ball is out and must sit down in his or her chair.
For controversial calls, respond to the teachers
judgment.
If you are one of the last 5, go get a piece of candy
from the teachers desk, and then return to your
desk. Everyone else stay in your seat.

Kahoot Quiz:
Grab the Kahoot answer sheet, a dark pen or
marker, and a piece of blank paper.
Turn on the computer and set up the Kahoot quiz.
Tell students to get out their computers and sign on
to the Kahoot quiz. Also, tell them that they should
have a writing utensil and a scrap piece of paper
out.
The link to the Kahoot is in the materials section.
Before beginning the quiz, instruct the students to
write down the problems on scratch paper, solve
them on their paper, and then click the correct
answer on the screen.
Once the students are all ready to start the quiz,
begin the quiz.
After all of the students answered the question or
the time ran out, switch over to the doc camera and
do the problem with the class, asking if the students
have questions.
Repeat these steps for all questions on the Kahoot
quiz.
Once the quiz is completed, have the students give
a thumb up, thumb middle, or thumb down on how
they are feeling about the decimal computation. If
you see any thumb middle, or thumb down, ask
specific students what they have questions on and
make practice problems accordingly.
Tell students to put away computers and put their
scrap paper in their notes.

Students should take out their computers, writing

utensils, and scrap pieces of paper. They should
then sign into the Kahoot quiz.

Write the problem on your paper, solve it, and then

click the correct answer on the screen.
If a student got the problem wrong, he or she
should pay special attention to the instructor doing
the problem on the doc camera. Students should
ask any questions that they have.

Students raise a thumb according to how well they

feel they are doing, and students ask questions if
they have them.

Students put away their computers and scrap paper.

Tic-Tac-Toe Activity:
Hand out tic-tac-toe activity sheets to each student
and keep one for yourself, so you can explain the
activity using the doc camera.

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Listen to instructions and take out a writing utensil.

40
min

Tell students they will need a writing utensil for

this activity.
Tell the students that the instructions are on their
activity sheets, but elaborate a little bit. Tell them
that both partners do the problem that one partner
chooses and if the chooser got it right, then he or
she gets to mark the box where the answer is. First
person to a tic-tac-toe can come to the instructors
desk for a Wow Card. If the students finish one
game, then can play another on the back.
Do a practice one with the students. Show them
that they should show their work on the recording
page, and then mark the tic-tac-toe page if they get
the question right. Tell the students that the
problem you did is a free space and then can mark
it as such.
As students play the game, walk around and assess
how they are participating and fill out rubrics for
each student accordingly.

Students mark the free space as free.

Students play the game. If they get questions

wrong, they first ask their partner, and then the
instructor.

Tell the students to begin playing the game and

raise their hand if they have questions.

Closure
(conclusion,
culmination,
wrap-up)

The tic-tac-toe game may go right up until the end

of class. In the last minute, grab the students
attention and tell them that we will be moving on to
decimal computation with multi-digit decimals, and
to have a great day.

Students quiet down and listen to the instructor.

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.)
I did not get to teach this lesson, but enjoyed creating it. This lesson probably took me the longest out of all of them for this
unit, because I had to create the Kahoot quiz and the Tic-Tac-Toe game. Both took me quite a while to form. I think that both
of the activities are fun and helpful for reviewing things so I would have enjoyed getting to run this class. That being said, I
can imagine the students getting distracted or trying to answer really quickly during the Kahoot quiz. We have done those is
class before and the students can get pretty rowdy. So, depending on the day, I could see that getting crazy. But, there are
ways to calm the students down and get them back on track, so I think it is doable. I was not sure exactly how to end this
class because I wanted to give the students enough time for the tic-tac-toe game, but I also didnt want them to get bored. I
think having the game run up to the end of class will be fine though, because I dont give them too much time and the Kahoot
quiz should take up most of class.

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