Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Evan Dieleman Date: 11/15/17

Subject/ Topic/ Theme: Mathematics/Decimals/Dividing Decimals Grade: 6th Grade

I. Objectives
How does this lesson connect to the unit plan?
This is the final lesson of my unit on decimals which is a practice of dividing decimals and then the introduction of the big final project.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Calculate the quotient of two multi-digit decimals Ap
Identify when its necessary to move the decimal in the divisor and the dividend. Ap, U
Utilize all four decimal operations in the Restaurant Menu Item Project Ap, C


Common Core standards (or GLCEs if not available in Common Core) addressed:

6. NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
N.FL.06.15 Solve applied problems that use the four operations with appropriate decimal numbers.
(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
Students should be relatively comfortable when dealing with all 4 decimal operations in order to start
knowledge and skills.
the Restaurant Menu Item Project.

Pre-assessment (for learning):

Formative (for learning):

After going through the homework on multiplying/dividing decimals, Im going to have the students
do a thumbs up/thumbs middle/thumbs down on how they feel after the homework.

Formative (as learning):

Wheres Waldo Activity where students will work in pairs to practice dividing decimals once more in
class before introducing the final project for the unit. This will allow students to ask questions if
theyre still confused with dividing decimals and this also allows me to monitor how theyre doing and
Outline assessment determine if they need another day of practice/review before setting them free to work on the project.
activities
(applicable to this lesson) Summative (of learning):

Restaurant Menu Item Project will measure students progress and what they know about all 4 decimal
operations. It will also give them an opportunity to be creative and apply the content of this unit to a
real life situation where they get to take ownership.

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What barriers might this
lesson present?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Wheres Waldo Activity to
practice dividing decimals.
Going over/walking through the
homework on
multiplying/dividing decimals
which was assigned in class the
lesson before.
Ball Game Friday as the warm
up activity to start class.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Practice problems on the
Wheres Waldo activity.
Wheres Waldo Activity practice
Walk through of the homework
on the doc camera.
Verbally explaining how to do
each problem of the homework.
Restaurant Menu Item Project
provides a real life
representation of decimal
operations.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
problems checked by teacher.
Grading own homework and
making corrections.
Restaurant Menu Item Project
provides an opportunity for
students to create their own idea
and use decimal operations in
their own way.

What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Wheres Waldo will be on the
projector and as students
complete two problems
correctly they get to find Waldo.

Restaurant Menu Item Project

provides ownership and
creativity for students along
with thinking of food they love.

Worksheets for the Wheres Waldo Activity ready to use.

Materials-what materials
Restaurant Menu Item Project ready to use.
(books, handouts, etc) do
Ball Game video -- https://www.youtube.com/watch?v=1_UIv74Uw_Y
you need for this lesson
Wheres Waldo ppt ready to use.
and are they ready to
use?

How will your classroom

The classroom will be set up in groups of 4 students per pod.
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.
Motivation (5 minutes)
(opening/ - Ball Game warm up!

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 - Students sit on their desks and throw around a - Students will sit on their desk and throw the ball
introduction/ ball to each other while the Hot Potato Song plays. around. If they are holding the ball when the song
engagement) Once the song stops, whoever is holding the ball is stops, theyre out, or if they have a bad throw,
out and sits down, or if you have a bad throw you theyre out as well. Last 4 students get a piece of
are out, too. candy from the closet.
- Once there are 4 students left, they can get a piece
of candy from the closet.
Development (10 minutes)
(the largest - Ask students to take out their homework - Students take out homework and a pen to correct
component or assignments that was assigned in class the day their assignments as the teacher goes through each
main body of before and a pen to correct the assignment. problem.
the lesson) - Walk through and explain each problem and ask
for any questions.
- Ask students to correct any problems they got
wrong and to do the problems as you do them if
they didnt know how to do them. Encourage them - Students will be encouraged to ask any questions
to ask questions if they need more explaining for that come up.
better understanding.
- After making it through all problems, have
students do thumbs up/thumbs middle/thumbs - students will give thumbs up/thumbs
down on how they feel about multiplying/dividing middle/thumbs down on how they feel about
decimals after the homework. multiplying/dividing decimals after the homework.
- Finally, ask student to bring up their assignments - Bring up assignments to red chair up fornt.
to the red chair to be graded for
participation/completeness.

(25 minutes)
- Pass out Wheres Waldo Dividing Decimals
Activity worksheets.
- Give these instructions:
- Work with your partner on these - Students will follow the instructions that the
problems. teacher gives. They will work with a partner and
- Once you complete the first two every two problems completed they will check their
problems, get them checked by the answer with the teacher. If they get it wrong, they
teacher. need to redo, if they get it right, they can do the
- If student pairs get them right, they can Wheres Waldo on the projector.
go to the projector and find Waldo in the
image on the projector.
- If students do not get the problems right,
they must redo it until they get the correct
answer. Give hints where helpful.
- Once students find Waldo, they can
move onto the next 2 problems.
- This will repeat until all 10 problems are
complete or after 20 minutes is up.
- Seeing you are checking their answers as
you go, its not necessary to walk through
each problem with the class again.
- Collect the sheets for completion/participation, so - Turn in sheets after the teacher announces to.
ask students to put their sheets on the red chair up
front.

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 (22 minutes)
- Now, pass out the Restaurant Menu Item Project.
Explain to students that this is their final project
and will take place of a quiz/test.
- Go through the instructions of the project. Read - Students will follow along with the teacher. If
through the instructions that are shown on the they arent they will be lost when doing the project.
project sheet. However, make sure that students The teacher will ask students many questions and
are aware of the rubric on the last page and should give them opportunities to ask questions.
use that to guide what types of numbers should be - Students have a rubric to follow which will guide
represented in their plan and the Math they are them to getting full credit for the project.
being asked to do by the owner.
- All numbers that students come up with should be
decimals, unless provided in the instructions of the
assignment.
- Field any questions students have if theres
confusion. Also say that students should ask their
parents if they cant find information on food
prices online. Parents know a lot!
- Set students to begin working on their projects for - Students will begin working on their project for
the remainder of class. the remainder of class until the announcement horn
sounds.

Closure
(conclusion, (5 minutes)
culmination, - Put the morning announcements on the overhead - Students will watch morning announcements then
wrap-up) projector. Once theyre done, go to the door and pack up their stuff and wait for the bell to ring.
talk to students while you wait for the bell to ring.

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.)
In planning this lesson, I knew that I needed to provide more practice for students to work with dividing decimals before any
type of assessment took place. I will not get a chance to teach this lesson, but if I did, as I think about it now, I would possibly
have to adapt it and hold off on the summative assessment I created. Another full day of review could be useful for the
students, but the purpose of my unit plan and including a summative assessment, I included it in my final lesson plan.
Preparing and creating my summative assessment was a good learning experience, myself, as I tried to create an authentic
assessment rather than a traditional quiz. However, I know that my mentor will use a quiz to assess the students at the end of
the unit as she will be in charge of the unit seeing I will be done with my placement at the end of the week. I believe, though,
that this summative assessment, the Restaurant Menu Item Project, is another opportunity for students to show their creative
minds and see what they can do with all decimal operations. Theres structure in the rubric for students to follow while also
tons of opportunities for students to engage with their own interests in food and be creative. Maybe some day I could
incorporate this in a future unit plan of mine!

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