Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
I will be teaching seventh grade inclusion students with learning and specific reading disabilities.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
There will be a content math-certified teacher, a special education teacher, a paraprofessional, and peer tutors.

What is the long range goal(s) that is tied to this lesson?

By understanding how Number Theory shows us the relationship between numbers, students will be able to perform the necessary
preparation before adding, subtracting, or simplifying fractions.

What is the specific learning objective(s) for this lesson?

Students will be able to use the Ladder Method to find the LCM, GCF, and simplified fractions of any two numbers.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Student will need to be able to count to 100, add, subtract, multiply, and divide.
They will need to be able to follow directions and take notes.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This lesson is an acquisition lesson for LCM, GCF, and simplified fractions. It is a fluency lesson for prime numbers; and , it is a
maintenance lesson on the four operations (+; -; X; /)

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will take a whole week.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
This lesson should be presented in the inclusion classroom with support in both the resource room and the “After Math” program.
The students will need their books, folders, notebooks, pencils, and Sieve of Eratosthenes Packet.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
Students cannot work with fractions if they cannot find LCM, GCF, or simply the numerator and denominators.
These skills will become the foundation to the unit on Fractions.

How does this lesson relate to the PA Academic Standards?

2.1.8.B. Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation,
square roots, absolute values).

2.1.8.E. Apply concepts of prime and composite numbers to calculate GCFs (Greatest Common Factor) and LCMs (Least Common
Multiple) of numbers.
 2.2.8.B. Add, subtract, multiply, and divide different kinds and forms of rational numbers including integers, decimal fractions,
percents, and proper and improper fractions.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This lesson relates to the previous lesson on prime numbers and to future lessons on fractions.

How will you determine if students have met the lesson objective? (Think assessment)
Students will successfully use the Ladder Method 4 out of 5 times. They will identify the answers for LCM, GCF, and simplified
fractions 7 out of 10 times initially.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson will initially be presented as lecture and then become whole group activities. As the students begin to master the
techniques, they will work in small groups and finally independently.