Dakota State University

College of Education  

LESSON PLAN FORMAT

**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**

Name: Kathleen Ballinger

Grade Level: 6th
School: Chester Area School
Date: 09/28/2022
Time: 9:12am
Reflection from prior lesson
● The review worksheet was met with some upset noises from the sixth graders. Once they
realized that I was going to do a few with them in order for them to recall some problems and
have some last minute studying they calmed down a little bit. They did so well on their quizzes.
I was very pleased with them. There were some who were too quick and did not double check
their work so they missed more than they usually do. I will address that today and remind them
that it is not a race and we should double check our work to triple make sure we put our best
work forward and we are proud of it and agree with our own answers! They were not happy
about having to finish the review sheet after they finished their quiz but quickly realized that it
was not too hard and thus it did not take too long. I am very much enjoying these sixth graders
and their many questions and eagerness to learn and participate in my lessons!
Lesson Goal(s) / Standards 
●  6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g.,
by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
● 6.RP.A.3.C: Find a percent of a quantity as a rate per 100 (e.g 30% of a quantity means
30/100 times the quantity); solve problems involving finding the whole, given a part and the
percent.
● MP1: Make sense of problems and not give up when trying to solve them.
● MP2: Use words, numbers, logic, and reasoning skills to help solve problems.
● MP3: Justify strategies and evaluate if the ideas of others make sense.
● MP4: Clearly show work using diagrams, words, symbols, and pictures.
● MP5: Select and use the appropriate tools to help solve problems.
● MP7: Use the structure of a problem to help find the answer.
Lesson Objective(s) - (please list corresponding assessment used)
● Students will relate percents to decimals and percents to fractions.
Materials Needed 
● Notes Packet with worksheet
● Triangle sheet for 2.3
● Computer with a pen
● Projector
● White Board 
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students on IEPs, ELLs
(English Language Learners), students on behavior plans, characteristics of the class such as
talkative, high-poverty, etc.)
● Period Schedule (45 min)
● Six Girls to Four Boys
● Smaller class
● Very talkative
● Attentive and Interactive
 ● IEPs: none
● 504’s: none
● ELLs: none
Connection(s) to Research & Theory (what learning theory or research-based method supports
your chosen methodology or assessment?)
● Cognitivism:
○ Accretion would be aligning the instructional design with the curriculum design to
provide the easiest way for new schema to be formed. Or explaining the connection
between lessons and putting it all together.
○ Structuring would be the explanation of vocab and steps to achieve the desired
outcome.
○ Tuning would be doing example problems with a walk through of steps in repetition.
Trying to take the new knowledge and use it so it can be stored.

A.  The Lesson 

 
● Introduction (10-15 minutes)  
○ getting attention: I am going to have them take out their homework (the review sheet from
yesterday) and hand it to the right! After I collect them all I will hand back their 2.2
homework and their quizzes (they all passed!!). I will let them know how proud I am of them
and have them put them away in their Homework and Quiz sections of their binders.
○ relating to past experience and/or knowledge: I will have them keep out a pencil and tell
them we are going to start 2.3 today. We are breaking this section into three parts to make
more sense of it! This part is all about percentages which is what we have been working on
since the start of the chapter!
○ creating a need to know: Like I said before, percentages are very important! As you can
see from your triangle they are their own point!
○ sharing objective, in general terms: Today we are going to convert percentages to
decimals and percentages to fractions!
 
● Content Delivery(20 - 25 minutes)  
○ I will keep a notes key next to me to make sure I am relaying accurate information as well
as staying on task and making all the points I wish to make.
○ After I hand out the notes (beginning of document) we will go through them together -
relating what we know to what we don’t as a class.
○ I will also hand out a triangle sheet! This sheet we will fill out for every lesson of 2.3 (a,b,c)
and fill it with tricks of how to convert between decimals, percentages and fractions.
○ I will keep the kids involved with asking them questions to lead me in the right direction to
achieve the required answer.
i. Keeping them talking and involved will keep them engaged and willing to participate.
○ After we finish the notes, the last page in their packet is a homework assignment sheet.
    
● Closure (rest of class)  
○ I will go and do one or two problems with them so they can get the hang of it.
○ They will have the rest of the period to work on the worksheet.
i. If they finish they can work on other homework or read their AR book!
○ I will be walking around to help them if they need it!

B. Assessments Used
● Worksheet *end of document*
 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Blank set of the answer key to follow along with and fill out
○ OR filled out key to work with a para if needed
● Adaptations for those exceeding expectations
○ Once they finish their work mention solveme.edu.org
○ Allow them to help other students who have questions if they ask and can remain on
task.
■ If they are on the missing list let them do other work
● Language Support (IF you have ELLs (English Language Learners))
○ Work with the ELL teachers to develop notes so that they can understand and assist
them.
 
D.  Resources
● South Dakota State Standards for Mathematics
● Google Classroom
● Mrs. McDonald
● McGraw Hill - Teacher/ Student Editions (6th Grade)
● Learning Theories A to Z by David Leonard