UMU Lesson Plan Template

2017-2018

Name: Syndra Mahavixay, Mollianne Dunn Date: 4/4/18

Grade Level: 4th Class Period: 2nd
Subject: Mathematics Lesson # & Title: Bake Sale
Function of the Lesson (check all that apply):
□ Introduce New Skill or Content
□ Practice
□ Review
□ Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
The class is composed of an even ratio of boys versus girls (10 boys and 10 girls). The class consists of a wide
variety of racial backgrounds including 9 Caucasians, 6 African Americans, and 5 Latino children.
● One student with a 504 plan has poor eyesight and needs to be at the front of the room. She also receives
special accommodations for her learning.
● The two female students have been identified as students having ADD/ADHD. They are on grade level
equivalency for history and math but often times struggles with reading and writing. They often struggle
with multistep directions and comprehending while they are reading, making them a grade level below their
peers.
● A few of the students of Latino descent are considered ELL since the main language spoken in their homes
is Spanish. They are right below grade level standards in reading and math due to their inability to
communicate their knowledge on testing.

Environment:
● The classroom is set up with five tables, each table seating four students. The table setting will encourage
good social skills, group work, and collaboration. The ELL students will be able to receive help from the
English-speaking children at their tables.
● The classroom consists of two whiteboards and one Smartboard. These features allow technology to be a
part of the curriculum as well as allow for easy visual abilities for the students who struggle to see the
boards and read small print.
● The classroom will consist of fidget toys to accommodate for the students with ADD/ADHD, such as fidget
spinners, fidget cubes, and stress balls. Playing with these objects will allow the students to sit still in their
seats and pay more attention in class.
● The students with ADD/ADHD will be sat close to the teacher in order to have a good eye on them and to
help with their focus.
● The classroom is equipped with a laptop cart with some educational Apps installed.

Content Standards & Learning Objectives:

Standards (Content and ISTE) Learning Objectives (How will they

meet the standards?)
Content Specific CCSS.MATH.CONTENT.4.NF.B.4.A: Understand a 1. Students will find a recipe from
Goals fraction a/b as a multiple of 1/b. For example, use a an Internet search engine, such
visual fraction model to represent 5/4 as the product 5 x as google.
2. Students will find how many
(1/4), recording the conclusion by the equation 5/4 = 5
servings the recipe is for on the
recipe sheet that they printed
 x (1/4). out.
3. Students will calculate how
CCSS.MATH.CONTENT.4.NF.B.4.B: Understand a many cups, tablespoons,
multiple of a/b as a multiple of 1/b, and use this teaspoons, etc will be required
understanding to multiply a fraction by a whole number. for each ingredient in the recipe
based a predetermined number
For example, use a visual fraction model to express 3 x
of servings desired for bake
(2/5) as 6 x (1/5), recognizing this product as 6/5. (In sale.
general, n x (a/b) = (n x a)/b.) 4. Students will add up all of their
like ingredients with each
CCSS.MATH.CONTENT.4.NF.B.4.C: Solve word group’s recipe (add up the flour
problems involving multiplication of a fraction by a each group will need).
whole number, e.g., by using visual fraction models and 5. Students will determine what
equations to represent the problem. For example, if each the next closest whole number
person at a party will eat 3/8 of a pound of roast beef, is for each ingredient.
and there will be 5 people at the party, how many
pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?

CCSS.MATH.CONTENT.4.NF.B.3.C: Add and

subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent
fraction, and/or using properties of operations and the
relationship between addition and subtraction.

Technology-based Empowered Learner - Students leverage technology to Students will use the Internet to find a
Goals (ISTE-S) take an active role in choosing, achieving and recipe and transform it to intended
demonstrating competency in their learning goals, number of servings.
☒ Empowered
informed by the learning sciences.
Learner
Students will use Google Docs to
Knowledge Constructor - Students critically curate a rewrite the recipe according to new
☒ Digital Citizen
variety of resources using digital tools to construct number of servings and ingredients
knowledge, produce creative artifacts and make needed.
☒ Knowledge
meaningful learning experiences for themselves and
Constructor
others. Students will use Google Drive to
☐ Innovative Digital Citizen - Students recognize the rights, connect with all of their classmates and
Designer responsibilities and opportunities of living, learning and teacher by sharing their recipes with
working in an interconnected digital world, and they act everyone.
☐Computational and model in ways that are safe, legal and ethical.
Thinker

☐ Creative
Communicator

☐ Global
Collaborator

Other Goals Learn how to write a recipe. Students will type their transformed
recipes and bake them.
 Learn how to follow a recipe and make a baked good.

Rationale: Share how the activities in the lesson will help to meet the learning goals. How will technology play
a role in meeting the learning goals?
In order to understand fractions in everyday life and how to manipulate them. Students will learn how to multiply
fractions in order to find how much of each ingredient they will need for their recipes. The students will begin the
lesson by looking at a simple chocolate chip cookie recipe. They will watch an instructional video on how to make
them. Then the teacher will demonstrate how to multiply the fractions for each ingredient in order to increase the
serving size. The students will then split into groups and use computers to find a simple recipe for a baked good.
Once a group finds a recipe, the teacher will determine if the recipe is appropriate. They will then write out the
calculations to transform the recipes to a serving size determined by the teacher. Once the calculations are done, the
teacher will check their work. If corrections are needed, the students will go back into their groups to fix their work.
Once no more corrections are needed, the students will retype their recipe with the new serving size and amount of
ingredients using Google Docs. Once all groups are finished, they will share their Google Docs with the rest of their
classmates. The groups will calculate the amount that will be needed for each ingredient to the next closest whole
number. Once each group finishes those calculations, they will compare answers. If groups found different answers,
then they will work together as a class to figure out the correct solutions. The teacher will follow along and help
whenever it is needed. The teacher will check the calculations and record them. The teacher will get the ingredients
required for all of the recipes. The students will watch how to make each recipe before proceeding to make them
with the help of the teacher and other adults.

Academic Language:
Addition, multiplication, fractions

Assessment Plan:
How will you assess the activities happening through the tool?
✓ Monitoring/observations
✓ Formative assessment
✓ Informal assessments
✓ Summative assessment
Tool #1 Tool #2 Tool #3

Internet Search Engines Google Docs/Drive YouTube

The teacher will be observing and
monitoring the groups’ research
choices for recipes. In addition, the
teacher will be evaluating the final
recipe sheet that the students have to
write and then type out to see if it met
the assignment criteria.
The teacher will be observing and
monitoring the groups’ recipes. The
Google Docs with the recipes will be
shared with the teacher in order to
assess and monitor work.
The teacher will be showing a video to
start the lesson. The students will have
worksheets to follow along with the
video and to take notes after. In
addition, the teacher can check the
worksheets to check if it met the
assignment criteria.

Procedures:
What is the minute-to-minute activity that will be happening in the lesson. Describe what the teacher is going to do
and say, as well as what the students are going to do.
Time stamp and What are the students going to do? What is the teacher going to say?
what is the
teacher going to
do
5 minute Students will come in the classroom and get
instruction seated. The teacher(s) will get the students
attention by asking a question. Then proceed to
explaining the lesson
Instructor will ask, “Who has made cookies
before?”
10 Minutes Students will be expected to follow along with
(Introduce video, the video by completing questions on a
show video, worksheet
review video)
5 minute Instructor will give a brief demonstration on
demonstration how to multiply the fractions for each
ingredient in order to increase the serving size
20 Minutes Students will split into groups of 3
(Grouping,
research, After splitting into groups, students will choose
calculations) a baked good, such as brownies, cookies, etc
and research the recipe for the chosen baked
good
Given a serving size, as a group, the students
will make calculations and fix the work if
needed
In Google Docs, each group will type their
recipe with the new serving size and amount of
ingredients. Then, share the Google Docs with
the rest of the class
5 Minutes As a group, students will discuss the hardest
(Closing) part of following a recipe and increasing the
serving size
Then, briefly discuss as a whole class
Differentiation, Individualized Instruction, and Assessment:
“Hey class! Today we are going to be learning a
new topic about fractions.”
“Has anyone had to look at fractions to cook/bake
with family?”
“Today we are going to learn how to make
chocolate chip cookies!”
“To start off, we are going to watch an
instructional video showing how to use fractions
in order to make chocolate chip cookies. Be sure
to pay attention because you will be filling out a
worksheet during the video!”
(Pass out worksheets)
(Show video)
“Now that you’ve gotten a brief understanding of
fractions used for baking the cookies, I will
demonstrate how to multiply the fractions in case
you needed to increase the serving size!”
(Give demonstration)
“You all are going to split into groups of three!
When you find your group of 3, sit down together
at a table”
“I want each group to choose a baked good such
as brownies, cookies, etc. Then research a recipe
for the baked good you choose!”
“I will give you a serving size, I want you to
calculate the sizes according to the original recipe
you found!”
“After you make calculations and I check to see if
they are correct, as a group, use Google Docs to
rewrite the recipe’s new serving size and amount
of ingredients”
“What did you all find most difficult about
following the recipe?”
“Did you find it hard to make calculations?”
“Does anyone have any last questions about
fractions and how to increase if needed?”
(Answer questions)
“Everyone have a great rest of the day!”
 How will I prepare for this piece of technology in this lesson? What do I need to do to get the technology ready?
✓ Selecting the just right tool or part of the resource
✓ Setting up Accounts
✓ Differentiating
✓ Personalizing
✓ Creating models or mentor
Tool #1 Tool #2 Tool #3

Internet Search Engines Google Docs/Drive Youtube

Students will use Google to search for Student accounts should be pre-set up Students will watch an instructional
recipes. for Google through the school, so they video that demonstrates how to make
can easily login and get started without chocolate chip cookies.
help.

Instructional Materials and Support:

List of websites and tools:
1. Google
2. Google Docs:
https://docs.google.com/document/d/1BzcVJPcxGSZvUXI19gxDAEl2apNFWyrLtjjrdZM755Q/edit
3. Youtube: https://www.youtube.com/watch?v=RsgFBvUjfC4

Technology Commentary:

1. How is the Tool Being Integrated? Team, individual, pairs, or other?

Tool #1 Tool #2 Tool #3

Internet Search Engines Google Docs/Drive Youtube

Individual Team Group

2. What features of the technology tool have elements of engagement?

Answer the Triple E Engagement questions concerning how technology can bring about co-use, time-on-
task learning and focus on the learning goals. Anywhere there is a lower score (less than 4), consider
adding in instructional moves in the notes to help push the score up!

Tool #1 Tool #2 Tool #3

Internet Search Engines Google Docs/Drive Youtube

Can the technology allow students to Can the technology allow students to Can the technology allow students to
focus on the assignment/learning with focus on the assignment/learning with focus on the assignment/learning with
less distraction (Time on Task)? less distraction (Time on Task)? less distraction (Time on Task)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology motivate students Can the technology motivate students Can the technology motivate students
to begin the learning process? to begin the learning process? to begin the learning process?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology cause a shift in Can the technology cause a shift in Can the technology cause a shift in
behavior, from more passive to active behavior, from more passive to active behavior, from more passive to active
social learners (co-use)? social learners (co-use)? social learners (co-use)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Score=__3_/6 Score=__4_/6 Score=__4_/6

Notes and Teaching Moves: Notes and Teaching Moves: Notes and Teaching Moves:

There are few engaging pieces built
into the tool. The teacher will show the
teams how to navigate the search
engine. The teams will work together
to find and pick a recipe. The teams
will tell the teacher when they have
picked a recipe. The teacher will
walked around to check on progress
and recipes once they are picked.
The tool is built so there can be
multiple collaborators. The students
will work together in teams to
construct the recipe. The teams will
share their Google Docs with the
teacher. The teacher should walk
around and check the Google Docs
periodically to check progress.
There are few engaging pieces built
into the tool. The teacher will use
YouTube to show videos. The students
will have a worksheet to follow along
with the video and further instruction
after the video ends.

3. What features of the technology tool include elements to enhance student learning?
Answer the Triple E Enhancement questions concerning how technology can bring about learning
supports/scaffolds, higher-order thinking, and value-added over traditional tools. Anywhere there is a lower
score (less than 4), consider adding in instructional moves in the notes to help push the score up!

Tool #1 Tool #2 Tool #3

Internet Search Engines Google Docs/Drive YouTube

Can the technology allow students to
develop or demonstrate a more
sophisticated understanding of the
learning goals (possibly use higher-
order thinking skills)?
Can the technology allow students to
develop or demonstrate a more
sophisticated understanding of the
learning goals (possibly use higher-
order thinking skills)?
Can the technology allow students to
develop or demonstrate a more
sophisticated understanding of the
learning goals (possibly use higher-
order thinking skills)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology create or provide Can the technology create or provide
supports (scaffolds) to make it easier to supports (scaffolds) to make it easier to
understand concepts or ideas (possibly understand concepts or ideas (possibly
differentiate or personalize)? differentiate or personalize)?
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
Can the technology create paths for Can the technology create paths for
students to demonstrate their students to demonstrate their
understanding of the learning goals in understanding of the learning goals in
ways they could not do with traditional ways they could not do with traditional
tools? tools?
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
Score=_3_/6 Score=_5_/6
Notes and Teaching Moves: Notes and Teaching Moves:
The search engine allows for students The students in their teams have to
to pick a recipe that they would like to customize the recipes to a certain
use and follow. serving size that is different than the
original. The Google Docs allows for
them to make changes to the recipe and
personalize.
4. How does the technology extend the learning goals?
Answer the Triple E Extend questions concerning how technology can bring about learning that connects to
everyday life, allows learners to continue to learn 24/7 and helps them develop soft skills. Anywhere there
is a lower score (less than 4), consider adding in instructional moves in the notes to help push the score up!
Tool #1 Tool #2
Internet Search Engines Google Docs/Drive
Can the technology create opportunities Can the technology create opportunities
for the students to learn outside the for the students to learn outside the
typical school day? typical school day?
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
Can the technology create a bridge Can the technology create a bridge
between school learning and everyday between school learning and everyday
Can the technology create or provide
supports (scaffolds) to make it easier to
understand concepts or ideas (possibly
differentiate or personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create paths for
students to demonstrate their
understanding of the learning goals in
ways they could not do with traditional
tools?
No=0, Somewhat=1, Yes=2
Score=_1_/6
Notes and Teaching Moves:
YouTube will help the students to learn
how to bake according to the recipe
their group picked.
Tool #3
YouTube
Can the technology create opportunities
for the students to learn outside the
typical school day?
No=0, Somewhat=1, Yes=2
Can the technology create a bridge
between school learning and everyday
life (authentic experiences)? life (authentic experiences)? life (authentic experiences)?

No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2

Can the technology allow students to
build authentic life skills, which they
can use in their everyday life (soft
skills)?
No=0, Somewhat=1, Yes=2
Can the technology allow students to
build authentic life skills, which they
can use in their everyday life (soft
skills)?
No=0, Somewhat=1, Yes=2
Can the technology allow students to
build authentic life skills, which they
can use in their everyday life (soft
skills)?
No=0, Somewhat=1, Yes=2

Score= __3_/6
Score=_5_/6 Score=_3__/6

Notes and Teaching Moves: Notes and Teaching Moves:

The search engine helps to teach the
students how to find recipes online.
This is a tool they can use at home and
as they get older.
The Google Docs helps the students to
learn how to adjust a recipe. Often
recipes are the exact serving size that
one might want. This teachers the
students how to adjust recipes in real
life.
Notes and Teaching Moves:
YouTube is often used when trying to
learn how to do something such as
cooking. This teaches the students how
to find tutorials. This may be a helpful
tool in the future.

Research and Theory Commentary:

(Refer to theme paper research)

If students aren’t getting active or involved in their learning, then they can become bored. Furthermore, students
tend to retain information more if it relates to them. This lesson gets the students active and cooperating together.
Often students learn best from each other. The teamwork allows for them to learn together with teacher intervention
when needed. Also, the lesson is very relatable and a skill they can use at home.

Important note: this sample lesson plan template is adopted from The Triple E Framework
research team at University of Michigan. For details, please refer to
https://www.tripleeframework.com/.