Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Daniel Sute
School in which the lesson is being taught: Geer Park Elementary
Grade level of students for whom the lesson was developed: 4th Grade
Subject/content area(s) for the lesson: math: mental math computation strategies
Title of the lesson: extension of near doubles into 3 digit numbers
Time needed for lesson: 15 minutes
1. LEARNERS & LEARNING ENVIRONMENT
a)
Engaging and Supporting Diverse Learners: Applying Principles of Universal Design for
Learning
Noticing that some students struggle with continued focus without a physical manipulative,
some students will have the option to use a whiteboard to illustrate their thought processes. This
accommodation is especially available to two students who receive math intervention but is not
Noticing that some students tend to stick to standard algorithm and are nervous about applying
themselves to discovering new ways to work with numbers, Numbers will be illustrated
horizontally to encourage students to consider the magnitude of the whole number and not just
algorithmic columns, thus improving number sense which is a root problem for students
struggling in mathematics.
Some students could still benefit from a quick reminder of what doubles are and why we use
them, so we will begin by posing these 2 questions to the group and allowing more confident
students the chance to articulate their thoughts to the class.
To help recognizing that what we share is not just to share but that all students are invited to
process and analyze strategies, questions will be asked about features of each other's
strategies so students get in the mindset of analyzing and evaluating what they see.
Strategies shared orally will be illustrated on the board to aid visual learners and those sharing
see their own thought processes visually to aid in metacognition the next time they use that
strategy.
To help students who see their purpose in academic tasks purely externally and or behaviorally
our goal will be explicitly stated to solve these problems efficiently and understand our
classmates strategies.

.
this group can struggle with tracking, so multiple forms of check-ins will be used - teacher will
insist on seeing connections, multiple strategies signified by hand signals, good participation in
questions, appropriate responses for whole class polls expressed by their hand signals.
To help students who see numbers only as tricky tasks to be solved, one of the problems will be
given in a real life context to help them see numbers in their everyday lives.
One student gets very discouraged whenever he gets a wrong answer. I will be sure to
recognize wrong answers as learning opportunities and praise students who work through
incorrect answers
Because many students seem to tune out during other students strategies, I will give reminders
and make eye contact to follow along and pay attention to how they changed the numbers, and
raise your hand once their done if there's any part that you didn't understand. Thank students
for asking questions.