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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Oct 30th Mark Rowe Subject/ Topic/ Theme Math ! ! Grade 5th Grade_______________

I. Objectives How does this lesson connect to the unit plan?


Beginning to understand place values

Learners will be able to:


Understand that place values use a base ten system Use worksheets to display fractions as decimals Use worksheet to show place values and understand names that are given to place values

cognitiveR U Ap An E C*

physical development

socioemotional

U U U

Common Core standards (or GLCEs if not available in Common Core) addressed:
5 NBT.1 (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 need to be able to identify triple digit numbers and know basic names given for each place value
Pre-assessment (for learning): Students will be asked questions from the previous days lesson

Outline assessment activities (applicable to this lesson)

Formative : Students will be asked to place numbers in place value chart and be able to represent decimals with a grid Summative (of learning): Students will explain to the rest of the class how they came up with

answers for problems


Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Information shared will be shared orally as well as shared through visuals Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will have blocks to use to represent Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students will be able to share answers to questions asked of the class Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Visuals will be used and language will connect visuals to examples


Provide options for comprehensionactivate, apply & highlight

Students will be able to explain to the rest of the class how they got answers
Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Students will have to write down the answers to questions


Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Students will be told things and then given a copy to view and look at later,

-None-

Students will be able to see how the answer they got differs with the rest of the class

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

Materials that will be used will be blocks (either from Calvin or from the other 5th grade classroom) worksheets that I have already printed out, overhead projector and decimal sheet that students will copy into their math notebooks. Also worksheets will be given

Classroom will be set up in the same setup as it is currently set up in How will your classroom be set up for this lesson? III. The Plan Time Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Allow students to walk into class and take seat, Walk into classroom and take their seats and settle students down during this time prepare for class Review from previous day Answer questions that have been asked

2 min 5 min

10 min 5 min Development (the largest component or main body of the lesson)

Continue to teach on Place Values and talk about how digits to the left are 10 times as much and digits to the right are 10 times as small. Have examples ready and be ready to call on students Worksheet on Place values Move on to talking about decimals and start using a decimal grid to represent how we have hundredths and have students represent different decimals by filling in decimal grids

Students will be asked to participate and answer questions by the teacher

Students will work on worksheet Students will learn about decimals and then be required to shade in portions of a grid depending on what the decimal is.

15 min

8 Min

Closure (conclusion, culmination, wrap-up)

Review everything that was gone over talking about place values and have students answer a couple questions and then talk about decimals and have students answer a couple of questions

Students will need to be able to remember what was talked about for todays lesson as well as what was gone over the previous day.

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.) For this listen it seemed as though everyone understood the topic that was covered the one problem was that students went through the worksheet a lot faster then I thought they would and I ended up having to make up problems on the board and having to scramble and try and get lesson activities finished and fill up the whole amount of time

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