Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Evan Dieleman Date: 11/15/17

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

I. Objectives
How does this lesson connect to the unit plan?
This will be the third lesson of the unit plan, but the second section of the unit being multiplication of decimals. This section is more difficult, even for myself, as
multiplying decimals can be tricky.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Calculate the product of two multi-digit decimals

Ap

Properly place the decimal in the product of two multi-digit decimals

Ap, U



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.

(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 able to do long multiplication of multi-digit whole numbers as this multiplication is
knowledge and skills.
necessary again, but we add in the decimals after finding the product.

Pre-assessment (for learning):

Formative (for learning):

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

Formative (as learning):

The practice problems on the notes sheet and the Connect Four activity will provide formative
assessment as learning for myself and for my students. If students dont understand, I know Ill be
getting a lot of questions as students work individually on these problems. Ill first start off having
Outline assessment students do the problems individually on the back side of the note sheet. Based on how things go then,
activities which Ill be able to judge based on the chatter of the room and how many students are asking for help,
(applicable to this lesson) Ill determine if they need more guided practice and whether or not I should continue to provide
guided practice, or move on to the next activity, which is Connect Four.

Summative (of learning):

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 Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Note sheet on multiplying decimals
shows whats expected and the
practice on the notes allow students
to show what they know and what
they need to know.
I will go over the answers for any
practice problems on the note sheet
so that this can be a reference
document for students.
I will check in often for questions
or struggles students may have by
asking for thumbs up/thumbs
middle/thumbs down which allows
students to think about how they
are feeling about multiplying
decimals.
Provide Multiple Means of Provide Multiple Means of Action
Representation and Expression
Provide options for comprehension- Provide options for executive
activate, apply & highlight functions- coordinate short & long-
Note sheet on multiplying term goals, monitor progress, and
decimals along with practice on modify strategies
the note sheet. These will be on
the projector.
I will be saying what I write and
verbally explaining the notes,
too.
Connect Four Game presents
decimals in a fun way where the
solutions will be on the game
board, so its a way to help
comprehension.
Students will be allowed to use
their notes on the Connect Four
activity.

Online practice on IXL or Khan

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Academy.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
War Wednesday engages
students with a fun game that
gets them thinking about Math
before the lesson starts.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
opportunity to help me fill out
Provide options for perception-
making information perceptible
Provide options for expression and
communication- increase medium
of expression
I will call on students who raise
their hand to give them an
the note sheet.
Connect Four activity has
students finding the product of
two decimals on their game
board and forming a pattern of 4
in a row to represent their work.
Provide options for physical action-
increase options for interaction

Talking about multiplying

decimals in real life like if
students wouldve had a coupon
or a sale on an item they bought
as a part of their shopping spree
assignment.

Having students share their

Shopping Spree assignments
with their classmates at their
same table group.

Connect Four game is a fun way

to practice Math with a reward of
candy for those that win.
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Multiplying Decimals note sheet ready to use
Connect Four game boards and playing cards
Pencil/Pen which students have.
Online practice:
o https://www.ixl.com/math/grade-6/multiply-decimals
o https://www.khanacademy.org/math/arithmetic/arith-decimals/arith-review-
multiplying-decimals/e/multiplying_decimals_1

The classroom will be set up in groups of 4 students per pod.

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
(6 minutes)
Motivation - War Wednesday warm-up!
(opening/ - Tell students to grab a deck of cards from the
introduction/ basket up front on the red chair for their partner
engagement) and them.
- Put the values of the face value cards on the doc
camera (King=12, Queen=11, Jack=10, Ace=1)
- Put a timer on the projector so that students know
how much time they have left.
- Once the timer reaches 5 minutes, tell students to
count their cards, and whoever won the most cards
at the end can get a piece of candy.
(5 minutes)
- Tell students to get out their Shopping Spree
Assignments and to each take a minute per person
to share their assignments with the other people at
their table group.
- Once 4 minutes is up, tell students to bring up
their assignments to the red chair to be checked and chair after everyone has shared their assignments
graded.
Development
(the largest (5 minutes)
component or - Pass out the Multiply Decimals note sheet to each
main body of student. Ask students to take out a pencil to take
the lesson) notes.
- Begin by filling in the steps of Multiplying
Decimals (ask students if they think they know
what should go in each box): set up the problem
without decimals, multiply, count the decimal
places in both numbers, insert decimal in the
product.
- Now, to show students how the steps work, walk
through the two problems of the Lets Try It
Together section of the notes.
- Ask students after each problem for any questions
they have.
AND student activities
- Students will grab a deck of cards for their partner
and themselves to play War Wednesday!
- Once 5 minutes is up, students will count up how
many cards theyve won and whoever has the most
between each partnership gets a piece of candy
from the closet.
- Students will get out Shopping Spree assignments
and share with their table group what they planned
for their assignment.
- Student will bring their assignments up to the red
with their group.
- Students will be given a note sheet and they will
be taking out a pencil to complete the notes.
- Students will be copying down the notes of what
the teacher writes down and explains. If they know
what to fill in the blanks/boxes on the notes,
students can raise their hand to help fill out the
notes.
- Students will follow along with the teacher as
they complete the Lets Try It Together section of
the notes.
- Students can ask questions if they have any
throughout the notes or at the end when the teacher
asks for any questions.

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 (5 minutes)
- After answering any questions, have students do
the problems on their own for the section Your
Turn. Walk through the steps of solving the
problems after everyone has tried them themselves.
- After walking through them again, ask students
for thumbs up/thumbs middle/thumbs down on
how theyre feeling about multiplying decimals.
Also, encourage students to be honest if they need
more guided help and examples.
(15 minutes)
- Once most students give thumbs up/thumbs
middle, set students to work on the back side of the
note sheet.
(7 minutes)
- Once students have gotten relatively far on the
back side of the note sheet, walk through each
problem to show how to get the correct answer and
what the correct answer is so students can check
their work/progress.
(20 minutes)
- For the remainder of class, introduce the Connect
Four activity.
- First, pass out a game board to each student and
tell them to take out a blank sheet of paper.
- Second, explain the rules as follows: a card will
be displayed on the doc cam for students to do.
Once students have an answer, they should check
their game boards for that answer they got. If the
answer they got is not on the board, they did
something wrong and should go back and fix their
mistake. Once they find their answer on the game
board, put a colored chip over the spot on their
game board. Once a student gets 4 in a row
(horizontally, vertically, or diagonally) they should
stand up and say, 4 in a row!.
- Ask students to say the 4 numbers they got in a
row and double check that those 4 answers
correspond to problems thatve been put up
already. If theyre good, tell the student they can
have a piece of candy and to clear their game
board. Keep going until the problems run out.
- Play the game until the horn plays over the
speakers for morning announcements.
(undefined time)
Closure - If we get through things faster than planned, there
(conclusion, are IXL and Khan practices online for
culmination, adding/subtracting/multiplying decimals.
wrap-up)
(5 minutes)
- Put the morning announcements on the overhead
projector. Once theyre done, go to the door and
talk to students while you wait for the bell to ring.
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- Students will now try to multiply decimals on
their own for the two problems of the section Your
Turn on the notes.
- Students give a thumbs up/thumbs middle/thumbs
down on how theyre feeling about multiplying
decimals.
- Students will begin working on the problems on
the back side of the notes.
- Students will be told by the teacher to correct any
problems they got wrong. Students can always ask
questions if they have any when the teacher is
going through the problems.
- Students will take out a blank piece of paper to
show their work for the Connect Four activity.
- A card will be displayed on the doc cam for
students to do. Once students have an answer, they
should check their game boards for that answer
they got. If the answer they got is not on the board,
they did something wrong and should go back and
fix their mistake. Once they find their answer on
the game board, put a colored chip over the spot on
their game board. Once a student gets 4 in a row
(horizontally, vertically, or diagonally) they should
stand up and say, 4 in a row!.
- If a student gets 4 in a row and they stand up, they
will then say which 4 numbers/answers in a row
they have and the teacher will verify those answers
correspond with problems theyve put up already.
- If theres leftover time, students will go on their
computers and do the IXL or Khan practices for
adding/subtracting/multiplying decimals. (links
above)
- Students will watch morning announcements then
pack up their stuff and 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.)
My mentor has done bingo before in class, so the connect four activity for practicing multiplying decimals is very similar in
how I will run the activity, so I know that it will be a good activity for the students. Students love games that include a
reward and with this activity, speed isnt a component, because the game board each student receives determines whether
they get 4 in a row or not. I want to make sure students dont feel rushed ever to complete problems, especially when theyre
still learning and practicing the material. So, I think that this activity which is following the class notes, which will be
structure the same as the adding and subtracting decimals class notes, will be engaging and great for the students to really
practicing multiplying decimals. Im not sure, yet, what I could improve on, but I will be teaching this lesson with my
Professor observing so I hope to gain some great feedback from her following the lesson.

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