Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model – ML and Secondary

Name: Kayla Sanderson Date: October 12, 2016

PART I: PLANNING
Adding and Subtracting Decimals
Title of Lesson

Woods
Source
Mathematics
Subject Area (s)
7th
Grade Level

Curriculum Standards 7.NS.1 Extend prior knowledge of operations with positive

rational numbers to add and to subtract all rational numbers and
represent the sum or difference on a number line.

This lesson is designed to review/discuss the student’s skills on

Description and how to add and subtract decimals. In the lesson, the students
Background Information will apply adding and subtracting decimals using real world
scenarios. The students will be given a menu to order several
different items and are given the responsibility to total up their
individual cost. Then the students are separated into groups of
four. They are to total up a group cost using each individuals
total. This is the addition application of the lesson. After they
figured up the total, the students are to pick one bill they would
pay with ($10, $20, $50, $100). This is where subtraction is
applied. After students figure how much change they will
receive, they are to complete the form. As a group, the students
present their findings to the class.

Lesson Objectives The students will be able to add and subtract decimals.

Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
Model and explain the importance of decimals to students who
do not understand. Provide assistance to students who I see
need the necessary help. Also students who have mastered the
concept are welcome to assist their classmates who may need
help.

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Statement of Purpose Today you will review what you learned in elementary school
about adding and subtracting decimals. You will need to
remember this because you will be applying the rules of integers
to fractions and decimals.

Computer
Materials and Resources Overhead Projector
LCD/Lumens/
Interactive Whiteboard
Carnegie Text Book,
Lesson 4.5

Anticipatory Set What is one way in which we use decimals to represent

quantities?

Part II: IMPLEMENTATION

Essential Question: How do you add and subtract decimals?

Pre-assessment

The students will be provided four steps for adding and

Teacher Modeling or subtracting decimals.
Demonstration Step1 – Line up the decimals vertically.
Step2 – Annex zeroes (as needed) as a placeholder to the right
of any numbers.
Step3 – Beginning in the lowest place value, begin adding or
subtracting from right to left.
Step4 – Bring down the decimal; they must line up!
The students will also be given important reminders:
-Place value matters!
-No decimal point changes the entire value!
Students are reminded of the proper way to read decimals and
are given an example to keep in their notes.
Example: 45.67 reads forty-five and sixty-seven hundredths.
Also I will demonstrate/model how to add and subtract decimals
using the four steps I provided to the students.
Ex: 1.4 + 6.75 =
Ex: 15.1 – 7.95 =
(Notes are attached)
Using a restaurant menu, the students will select one to three
Guided Practice items of their choice. I will walk around and monitor the student’s
progress when using addition to help each student get to his or
her individual total. (Menus are attached)
I will walk around and check each student’s progress as they are
Checking for picking their items and adding them together. I will also ask my
Understanding students frequently to raise their hands if they need my

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 assistance. My students know if they raise their hand I will come
to their desk if the time is appropriate. Also we have a cup/mug
filled with everyone’s name on a popsicle sticks. At random, I
pull sticks to ask questions about the steps to solving decimal
equations.
Students will get together in groups of four and add up each
individual’s total to get a group total. Then when the students get
Independent Practice the group total, they will choose a bill to pay with ($10, $20, $50,
$100). After the students decide what bill to pay with, they will
use subtraction to see how much change they would receive.
The students are responsible for filling out the form (attached)
with all the information.
I will briefly review the key points in the notes. I will also remind
Closure students how important it is for the decimal points to line up!
The students will have a worksheet for homework they will need
Assessment to complete. I will correct their homework sheets as a
(Give a description and attach to participation grade and give it back so the students can learn
lesson plan) from their mistakes, if any. (attached)
Students received a worksheet to do for homework to practice
Extension Activities adding and subtracting decimals.

The students all have access to Quizziz.com, which is a website

where students are presented with a game environment but they
Technology are practicing adding and subtracting decimals.

PART III: REFLECTION

The students followed my instruction well and I feel like I created

a lesson to incorporate things that happen in their everyday
Strengths lives. The students enjoyed “ordering” from the menu. The
students were given options of which menu they wanted, which
items they wanted to eat or drink, and then they were given a
sense of responsibility by having to total up their own totals. I
feel this was a unique way for students to experiment with
adding and subtracting decimals.
The weakness of the lesson was keeping the students centered
and focused on the task at hand which was adding and
Weaknesses subtracting decimals.
What would you change when teaching this lesson again?
Suggestions for When creating the lesson, I chose two different menus for the
Improvement students to choose from. When I passed out the menus I should
have grouped the students according to their menu but instead
the students had to group themselves. This caused problems
because the students were switching menus with their
classmates in order to be grouped with their friends. After I
realized what I did with my first block, I did make the change in
my second block class. Also I would make the forms that the
students have to turn in to me bigger, so the students would
have room to show their work.

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 Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Notes:
Adding and Subtracting Decimals
Step 1: Line up the decimals vertically.
Step 2: Annex zeroes (as needed) as a placeholder to the right of any numbers.
Step 3: Beginning in the lowest place value, begin adding or subtracting from right to left.
Step 4: Bring down the decimal. They must line up!

Important things to remember!

-Place value matters!
-No decimal point changes the value!
Proper way to read decimals:
Read the whole number part if there is one. Read the decimal point as “and.” Read the rest of the
digits as if they were whole numbers and then say the place value of the last digit.
Example: 45.67- forty five and sixty seven hundredths.

Example 1:
1.4 + 6.75 =

Example 2:
15.1 – 7.95 =

Guided Practice:
Using a restaurant menu, the students will select 1 to 3 items from the menu. The teacher will
monitor the student’s addition to help each student get to his or her individual total.

Independent Practice:
Then in groups of 4, the students come together and total up how much the bill will be as a
group.
They will present to the class EVERY step used to get the total. YOU MUST INCLUDE:

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 1. Everyone’s order! (Name of the items and total for each individual)
2. State the total amount of the bill.
3. State the bill you all are paying with. ($20, $50, $100, etc.)
4. State how much change you would get back.

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Revised Fall 2013
 Name: Item(s) Names Price of Item(s) Individual Total

Group Total
Bill Used to Pay
Change

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Name _____________________ Date _________________________

Adding Decimals Horizontally Worksheet

Add and subtract in rows.

1. 41.23 + 52.2 2. 78.36 + 15.63

3. 72.37 – 12.25 4. 47.3 – 20.23

5. 145.0 + 73.2 + 2.36 6. 10.3 + 36.2 + 15.85

7. 95.36 – 18.23 8. 147.2 – 58.32

9. 96.25 – 41.2 10. 12.25 + 32.65

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Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
Target
(5 Points)
The candidate includes all
INTRODUCTION introductory components
(Title, Source, Subject and all components are
Area, Grade Level) appropriate to the lesson
The candidate identifies all
CURRICULUM appropriate standards for
STANDARDS the lesson.
DESCRIPTION AND The candidate describes
BACKGROUND the lesson’s activities and
INFORMATION content in a detailed
manner.
The candidate includes
LESSON concise, clearly written,
OBJECTIVES measurable performance
objectives for all
standards
The candidate varies all
objectives to promote rigor
DIFFERENTIATION and challenge for all
OF OBJECTIVES students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students’ needs
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CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Highly Acceptable Acceptable Moderately Unacceptable
(4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes The candidate includes The candidate includes The candidate fails to
most introductory some introductory only one introductory include the
components that are components that are component that is Introductory
appropriate to the lesson appropriate to the appropriate to the components
lesson lesson
The candidate identifies The candidate identifies The candidate lists The candidate fails to
some of the standards that some appropriate standards, but identify curriculum
are appropriate for the standards and some standards are standards.
lesson. inappropriate standards inappropriate for the
for the lesson. lesson.
The candidate describes The candidate identifies The candidate The candidate fails to
the lesson’s activities and the lesson’s activities identifies the lesson’s identify the lesson’s
content in a manner that and content but fails to activities or the activities and content
provides a clear overview provide a clear lesson’s content
of the lesson overview of the lesson
The candidate includes The candidate includes The candidate includes The candidate fails to
measurable performance clearly written objectives that are not include objectives for
objectives, but objectives objectives that are not measurable or clearly the lesson
are not clearly or concisely measurable written
written for the lesson
The candidate varies most The candidate varies The candidate does not The candidate fails to
of the objectives to some of the objectives vary the objectives, but differentiate objectives
promote rigor and a to address diverse the candidate identifies
challenge for all students, students’ needs and teacher actions that
including diverse students, includes some teacher accommodate diverse
and identifies teacher actions that students’ needs.
actions that accommodate accommodate those
diverse students’ needs needs
 The candidate clearly
STATEMENT OF explains the importance of
PURPOSE the content for the student.
The candidate provides
comprehensive lists of
MATERIALS AND lesson materials and
RESOURCES resources with
explanations of how they
will be used by the teacher
and students
The candidate clearly
describes a well-organized
student centered lesson
that reflects all
organizational issues: pre-
assessment, motivation
LESSON DESIGN (anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction
The candidate describes
specific assessments that
KEY ASSESSMENTS correlate to all of the
objectives and lesson or
attaches the assessment.
The candidate describes
and lists specific strategies
CHECKING FOR and techniques and/or lists
UNDERSTANDING questions to be asked to
check for understanding
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The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations
The candidate clearly
describes a student-
centered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction
The candidate describes
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
The candidate describes
and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate makes an The candidate does not The candidate makes
adequate attempt to explain the relevance no attempt to explain
explain the importance of the content for the the relevance of the
of the content to for the student. content for the student
student.
The candidate provides The candidate provides The candidate fails to
lists of some of the a list of lesson provide a list of
materials and resources materials and materials and resources
to be used by the resources to be used by for the lesson
teacher and the students the teacher or the
for the lesson students, but not both
The candidate clearly The candidate The candidate
describes a student- describes a lesson that describes an ill-
centered lesson that is somewhat student- planned lesson that is
contains few of the centered with few of not student-centered or
organizational issues, the organizational the candidate fails to
and addresses some issues, with no describe the lesson
differentiated differentiated
instruction. instruction
The candidate includes The candidate includes The candidate fails to
assessments within the assessments within the include and/or attach
plan which correlate to plan that do not the assessment(s).
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate lists and The candidate lists The candidate does not
describes strategies/ questions, but fails to list or describe any
techniques, but does not describe or list strategies/techniques or
list any questions strategies and asks questions to check
techniques for understanding
 The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
TECHNOLOGY explains why technology
cannot be meaningfully
incorporated
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate The candidate The candidate fails to
incorporates and incorporates address the issue of
describes technology in technology in the technology
the lesson in superficial lesson in superficial
ways. ways; candidate does
not describe the use of
technology

The candidate
demonstrates a high level
PRESENTATIONS & of competence in spelling,
CONVENTIONS grammar and typing
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate The candidate The candidate
demonstrates sufficient demonstrates little demonstrates little
competence in spelling, competence in competence in
grammar and typing, spelling, grammar and spelling, grammar and
but exhibits several typing, through many typing through a
errors errors significant number of
errors

The candidate provides The candidate provides at The candidate provides The candidate provides The candidate fails to
EXTENSION more than one extension least one extension activity extension activities that extension activities provide extension
ACTIVITIES activity to connect the to connect the lesson with connect the home, but that do not connect the activities
lesson with the home, the home and community, not the community and home, community and
community and but not community community agencies community agencies
community agencies agencies

The candidate provides The candidate somewhat The candidate provides The candidate provides The candidate fails to
thorough information that provides information that information regarding superficial information provide information
shows an understanding of shows an understanding of the effectiveness and regarding the regarding reflections
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
lesson; gives information regarding changes for information regarding lesson, and gives no lesson
regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.

T OT A L

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