Lesson Planning Template Teacher: Sarah Schuller

Lesson Overview
Subject: Math 6 Unit: 1- Numbers Date: November 29, 2017- December 1, 2017
Lesson: 1D- Rational Numbers
Subject Standard: List the learning standard for the unit addressed by today’s lesson.
6.NS.C.6- Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous
grades to represent points on the line and in the plane with negative number coordinates.
Learning Objective: As a result of class today, students will be able to… I Can Statements:
 I can understand a rational number as a point on the number line,
o Understand that rational numbers are distinct points on a number extending the number line to represent points on the number line
line. and in the coordinate plane. (Knowledge, 6.NS.C.6)
o Find and position rational numbers on a horizontal or vertical  I can find and position integers and other rational numbers on a
number line. horizontal or vertical number line. (Skill, 6.NS.C.6)
o Compare and order a set of rational numbers in mathematical or real-
world contexts.

Connection: (How does this lesson connect to yesterday’s lesson?)

In grade 5 (5.G.A.1) the students use a pair of perpendicular number lines to define the coordinate system. They use ordered pairs to locate points in
quadrant I. Teachers are encouraged to stress that the origin is the ordered pair (0, 0), not just zero. In grade 6 plotting points in the coordinate plane is in
Unit 5. This unit stresses plotting points on both horizontal and vertical number lines in preparation. Although negative integers are used as initial
examples of negative numbers, the standards do not introduce the integers separately from the entire system of rational numbers. On a standardized test,
the set of rational numbers will include positive and negative integers, fractions, and decimals. Immediately prior to this lesson students have compared
and ordered integers and classified rational numbers and identified their absolute value.

Formative assessment process:

How will students demonstrate learning of the objective?
 Students will demonstrate learning of the objective through at least one daily activity that is formatively assessed. Site areas throughout the plan
that detail the formative assessments.

How will teacher provide feedback to students?

 Feedback will be provided written and verbally through comments and scores on the activities.

What action will students take on that feedback?

 Students may make revisions on written work and should adjust their choices and/ or methods to ordering and comparing fractions when given
verbal feedback.

Summative assessment: How will students be expected to demonstrate mastery of the learning objective?
Students will be summatively assessed through a learning check of choice questions.
 Differentiation
How will you scaffold instruction for students that are stuck or don’t have How will you further learning for students that are ready to advance beyond
the pre-requisite skills? the standard?

Instruction will be tailored to students’ need of pre-requisite stills based on a
pre-assessment (See day 1 plans). Furthermore, small groups will be pulled
two out of the three days of this lesson to address students that are stuck.
Students that perform significantly well on the pre-assessment will begin
the lesson a day early on ordering and comparing rational numbers. In
addition, students will be challenged to author problems and order and
compare rational numbers within integers and numbers expressed in
absolute value.

Materials: student devices, paper copy of drill, instructions for student tasks, calculators, multiplication charts, place value charts, Cornell note pages,
blank paper
What will the Teacher(s) be
What will the Students be Doing?
Doing? (What activity will students be completing? Include
Part of (How will the teacher present
Time detailed description and strategies such as Notice & (What modifications will be made
Lesson information and monitor students? Note, Peer Assessment/ Self-Assessment etc., as well
How will co-teachers/paras etc. be
utilized?)
5 minutes Warm-  Circulating to checking in on
up/Drill students
 Taking note of those posing
difficulty and those that are
excelling.
 Handing out hoots for those
sustaining the mental effort of
this task.
 A whole class review will be
facilitated by the teacher after 3
minutes of work time.
5 minutes Direct/Guided  Distribute personalized
Instruction assignments based on pre-
assessment data.
 Information will arrive in a
written and verbal form. If
needed, demonstrations to
navigate to assignments will be
performed
25 minutes Independent  A small group will be held to
Work instruct students on converting
decimals to fractions and
fractions to decimals.
 The teacher will use calculators
and multiplication tables to help
students convert fractions to
decimals.
 A place value chart will be used
to help students convert
decimals to fractions.
Plan- Day 1
incorporate UDL for
as any Technology Integration)
 Pg. 1 Labeling the parts of a fraction and
decimal. Students may complete this in the
following formats:
- On paper, with word bank
- On paper, without word bank
- On devices, with word bank
- On devices, without word bank
 After 3 minutes of work time, students will
have the opportunity to share answers
whole class by dragging words into
matching areas of the diagrams on the
promethean board.
 Begin working on their personalized
assignments on their devices when received.
Choose an item.
Choose an item.
 Students having been identified in the pre-
assessment not understanding how to
convert fractions to decimals will relearn
this skill in a brainpop lesson.
 Students having been identified in the pre-
assessment not understanding how to
convert decimals to fractions will relearn
this skill in a Khan Academy lesson.
 Students having been identified in the pre-
assessment understanding how to convert
fractions to decimals and decimals to
fractions will begin the ordering and
comparing lesson through the interactive
student lesson module 3.3 on HMH.
 Students having been identified in the pre-
assessment not understanding how to
How will you
Questions and Formative
differentiation? (What questions will the teacher
pose to enhance learning? How
to activities? What supports will
be provided for students? How
will students be grouped?)
 Options for Language,
Math Expressions, &
Symbols- 2.1, 2.3
 Options for Physical
Action- 4.1
 Options for Recruiting
Interest- 7.1
 Options for
Comprehension- 3.1
 Options for Language,
Math Expressions, &
Symbols- 2.1, 2.2, 2.3,
2.5
 Options for Expression
& Communication- 5.2
 Options for Sustaining
Effort & Persistence- 8.2
Assessment
will students’ learning be
formatively assessed?)
Why did you label that part of
the decimal/fraction with that
word?
Students will be assessed
informally by the teacher and
self-assessed by the student
when making corrections
following whole class
discussion.
The teacher will ask questions
to clarify the tasks, (ie. Where
to find assignments, where to
record information, etc.)
Questions will prompt students
throughout virtual lessons
Questions the teacher may ask
the students in the small group
may be about identifying the
parts of a fraction or decimal to
write the number as a fraction
or decimal, what to type into a
calculator or what is the next
step.
Data from online personalized
programs and in small group
will count toward informal
assessment data.
 convert fractions to decimals and decimals
to fractions will work with the teacher in a
small group to relearn these skills. Students
will record notes and findings on Cornell
notes. They will have a choice of lined,
blank or grid paper. Students may also
choose to type their notes in a word
processor or one notebook. They will be
gradually released to wither the voice thread
or khan academy lessons depending on their
performance in the small group.
7 minutes Summary  Circulating to assess students  Pg. 2 Students will respond to the question: Can you support your thinking
understanding and offer “How do you…”  Options for Expression & with an example?
assistance  Students will select the topic in which they Communication- 5.1, 5.2
studied in their personalized lesson:  Options for Recruiting What vocabulary are you
- Convert fractions to decimals Interest- 7.1, 7.2 using? How are your using it?
- Convert decimals to fractions
- Order and compare rational numbers How does this apply to your
 Students may respond to this question on life? To the real world?
paper or via a BCPSone turn in in the
following formats: Students writing samples will
- Letter to a classmate/ friend/ teacher/ be reviewed as an informal
parent assessment and rated on a 3,2,1
- Demonstrate how to solve a problem scale.
- Directions/ List
- Story
- Poem
- Labeled diagram
7 minutes Summative  Operate Kahoot as students play.  Pg. 3 Engage in a Kahoot game with  Options for Language, Kahoot data will be used to
Assessment This will include advancing questions asking students to convert Math Expressions, & group students further and/ or
questions and reading questions. fractions to decimals and decimals to Symbols- 2.1, 2.2, 2,3 assign tasks for another day.
fractions.  Options for Sustaining
Effort & Persistence-
8.2, 8.4

Homework: Students will choose a leveled worksheet on converting fractions and decimals from HMH
AVID Integration: ☒ Writing ☐ Inquiry ☐ Collaboration ☐ Organization ☒ Reading

Materials: Devises, paper copy of the drill, graphic aids, calculators, and numberlines, clip boards, seek and solve questions, tape, seek and solve answer page, seek and solve answer
key, 3,2,1 ticket
What will the Teacher(s) be
Doing?
Part of (How will the teacher present
Time
Lesson information and monitor students?
How will co-teachers/paras etc. be
utilized?)
5 minutes Warm-  Circulating to checking in on
up/Drill students
 Taking note of those posing
difficulty and those that are
excelling.
 Handing out hoots for those
sustaining the mental effort of
this task.
 A whole class review will be
facilitated by the teacher after 3
minutes of work time.
5 minutes Inquiry Based  The teacher will conduct a poll
Investigation everywhere posing the
questions:
 Which of the six values from the
drill is the greatest?
 Which of the values is the least?
17 minutes Direct/Guided  Facilitate the Nearpod lesson
Instruction while asking guiding questions
to solidify understanding
13 minutes Independent  Circulating to assess students
Work understanding and offer
assistance on the seek and solve
 Further instructing small groups
by performing practice problems
with students using scaffolding
Plan- Day 2
How will you
incorporate UDL for Questions and Formative
What will the Students be Doing?
(What activity will students be completing? Include differentiation? Assessment
(What questions will the teacher
detailed description and strategies such as Notice & (What modifications will be
Note, Peer Assessment/ Self-Assessment etc., as well made to activities? What pose to enhance learning? How
as any Technology Integration) supports will be provided for will students’ learning be
students? How will students be formatively assessed?)
grouped?)
 Pg 4. Converting integers and decimals into How do you convert any
fractions. Students may complete this on  Options for Physical integers into a rational
paper or on devices via BCPSone turn ins. Action- 4.1 number?
Choose an item.
 After 3 minutes of work time, students will How do you convert any
have the opportunity to share answers whole decimal into a fraction?
class by writing answers on the paper copy
under the document camera. Students will be assessed
informally by the teacher and
self-assessed by the student
when making corrections
following whole class
discussion.
 Pg. 4 The students will engage in the poll  Options for Recruiting How did you conclude which
everywhere to identify the greatest value and Interest- 7.3 value was the greatest? The
the least value least?
Could we have made these
conclusions if they were not all
fractions? Why or why not?
How did we order and
compare these fractions/
decimals?
 Engage in a Nearpod lesson with  Options for Language, Use quiz data within the
multimedia instruction, assessment Math Expressions, & Nearpod lesson to support
questions and whole group practice Symbols- 2.1, 2.2, 2.3, students in small groups and
2.4, 2.5 independent work
 Options for Sustaining
Effort & Persistence- 8.2
 PPT. & pg. 5 Students will participate in a  Options for Perception- Why did you choose to order
seek and solve activity. 1.3 the values this way?
 Proficient students from the Nearpod  Options for Physical
assessment will move fluidly through the Action- 4.1 How can you justify that this
questions possibly not using the answers on  Options for Recruiting value is greater? Less?
the outside of the flaps to guide their Interest- 7.1
process.
 techniques, graphic aids,  Students who are less proficient may use the How could you have turned
calculators, and numberlines answers to aid in their completion of the this question into a real world
tasks along with a buddy and graphic aids/ problem?
numberline.
 Students may choose to walk around the
room to solve problems, work at a seat with
them in a packet, or complete the packet
online via a powerpoint slide presentation.

 Students who are the least proficient will be

working with the teacher and continue
performing practice problems by
scaffolding, graphic aids, calculators and
numberlines
5 minutes Evaluation  Pg. 6 Provide seek and solve  Students who have completed the seek and  Options for Self- Student progress from the seek
answers to students who solve will self-evaluate by assessing their Regulation- 9.3 and solve and individual
participated in order to self own work. answers from students in the
assess through the front board  Students who were working with the small group will be used as
and copies of the answer keys teacher may work alone or with a partner on formative data.
on student desks. a choice of problems that the teacher will
 Progress will be recorded in the use to evaluate their progression to
gradebook. understanding.
5 minutes Summary  Distribute 3,2,1 tickets and  Pg. 7 Complete the 3,2,1 exit ticket and turn  Options for Perception- 3,2,1 tickets will be used as
monitor completion. in to be evaluated and displayed 1.3 informal data particularly the
 The ticket may be completed virtually and  Options for Self- entry for 1 in which students
turned in by BCPSone turn ins or on paper Regulation- 9.3 must ask a question. Student
 Question may be answered in writing, questions will assist in further
pictures, or text to speech grouping students and
assigning tasks.
Homework: None
AVID Integration: ☒ Writing ☒ Inquiry ☒ Collaboration ☐ Organization ☒ Reading

Materials: Smartpals, markers, wipes, poster paper, tape, devises, drill on paper, video fill in the blank, Cornell note pages, learning check
What will the Teacher(s) be
What will the Students be Doing?
Doing? (What activity will students be completing? Include
Part of
Time (How will the teacher present detailed description and strategies such as Notice &
Lesson
information and monitor students? How Note, Peer Assessment/ Self-Assessment etc., as well
will co-teachers/paras etc. be utilized?)
5 minutes Warm-  Circulating to checking in on
up/Drill students
 Taking note of those posing
difficulty and those that are
excelling.
 Handing out hoots for those
sustaining the mental effort of
this task.
 A whole class review will be
facilitated by the teacher after 3
minutes of work time.
7 minutes Reteach  Show a video to reteach the
process of ordering and
comparing rational numbers from
HMH
25 minutes Independent  Circulate, checking in with
Work students especially those in the
partially proficient grouping
 Aid proficient students in the
peer tutoring of developing
students
Plan- Day 3
How will you incorporate Questions and Formative
UDL for differentiation? Assessment
(What modifications will be made (What questions will the teacher
to activities? What supports will pose to enhance learning? How
as any Technology Integration) be provided for students? How will students’ learning be
will students be grouped?) formatively assessed?)
 Pg. 8 Students will choose between three real How did you know how to
world questions to answer in which the task is  Options for Physical order both fractions and
to order or compare the rational numbers. Action- 4.1 decimals?
 Students may answer these questions on  Options for Sustaining
paper or via BCPSone turn ins. Effort & Persistence- 8.2 What other situations are there
in the real world in which we
 After 3 minutes of work time, students will must order and compare
have the opportunity to share answers whole rational numbers?
class by writing answers on the paper copy
under the document camera. Students will be assessed
informally by the teacher and
self-assessed by the student
when making corrections
following whole class
discussion.
 Pg. 9 While viewing the video, students will  Options for Language, What was your biggest take
be filling in the steps to the process as Math Expressions, & away from the video?
outlined in a fill-in the blank matching to the Symbols- 2.1, 2.2, 2.3
video or students may take Cornell notes.  Options for Expression & What questions do you still
Communication- 5.2 have from watching the video?
Choose an item.
Students will select their tasks based on their Final products will collected
comfort level and feedback from the previous  Options for Physical and reviewed for a formative
two days. The following are the options: Action- 4.1, 4.2 evaluation.
 Options for Recruiting
Proficient Interest- 7.1, 7.3
- Create a tutorial
High Tech Low Tech
Video Book
Screencast omatic Poster/ anchor chart
and paint
Emaze, prezi, or PPT Song/ poem/ rap
- Practice games A, B, C
- Peer tutoring
Partially Proficient
- Khan academy lessons
- Textbook questions with math on the
Spot videos for lesson 3.1
- Peer tutoring
Developing
- HMH interactive student edition 3.1

5 minutes Summary  Circulating to checking in on
students
 Posing questions to challenging
thinking and check
understanding
 Handing out hoots for those
sustaining the mental effort of
this task.
 Providing feedback on their
product to be shared with class
7 minutes Summative  Provide a learning check to
Assessment serve as the summative
assessment
 Circulate to clarify any
misunderstandings or
misreading
Homework: HMH Homework for 3.3
AVID Integration: ☒ Writing ☒ Inquiry
- Animated math on HMH 3.1
- Peer tutoring
 Students will choose a corner.  Options for Recruiting Did your group agree on an
 Each corner has a different question. Interest- 7.1 answer? Why or why not?
 Students will turn and talk to the peers in  Provide options for
that corner and respond to the question. sustaining effort and Was the question easy to
 Pg. 10-13 Together students will devise persistence- 8.3 answer? Why or why not?
one answer which can be drawn, written or
spoken to the group when sharing out How does your question or
whole class. The questions are: answer apply to a real world
- Why must we order rational application?
numbers?
- Why must we compare rational
numbers?
- What are some challenges or
common mistakes when ordering
and comparing rational numbers?
- What is the process for ordering
and comparing rational numbers?
 Pg. 14 Students will take the learning check Options for Perception- 1.1 This summative assessment
on paper or via BCPSone test and quizzes. will be scored out of nine
 Students will be given the option of 4 totaling 3 points per question.
questions but will only have to respond to 3.
☒ Collaboration ☐ Organization ☒ Reading