STUDENT TEACHER LESSON PLAN FORMAT

Day: Tuesday Date: November 29, 2022

Subject: Individuals, Groups, and Institutions with Math Integration

Common Core Standard(s):

5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
SS:HI:4:5.1: Explain the unique contributions of different ethnic and religious groups to
New Hampshire history and culture, e.g., the Shakers or the French Canadians. (Themes:
E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political
Interaction, J: Human Expression and Communication)

Resources/Materials List:
- https://www.meetup.com/mwvows/
- https://www.wmcc.edu/about/our-locations/north-conway/
- Computer
- Paper
- Pencil
- Coloring utensils
- Powerpoint
- Other materials depend on what students choose for project presentation

Procedure:
1. The focus of this lesson is to allow students to create their own group or
institution that will be open to the town of Conway NH, and take place in the
town.
2. We will first review the two links in resources/materials, one group and one
institution that is in Conway NH.
3. I will model my own group to the class. My example is the Echo Lake Swimmer
Club. People from Conway can come swim in Echo Lake once a week for exercise
and my math integration will be taking how long we swam for and divide the
distance we swam by the time to find out how fast we swam across or around the
lake.
4. I can ask guiding questions including:
What is something in Conway that interests you that you would want to make a group or
institution?
How would you integrate math into this group?
 STUDENT TEACHER LESSON PLAN FORMAT
5. For guided practice I can help students flow ideas for their group. Students may
research other groups and institutions in Conway that they may build off of for
their own project.
6. For independent practice students will create their own group or institution in
Conway NH that is open an accessible to the population. Students will present
their ideas to the class however they wish (paper, PowerPoint, picture, speech,
etc.) and then introduce how math can be integrated into their group/institution.

Plans for differentiation:

Low Performers:
The teacher will come up with a list of institution to pick from and follow the same
procedure as above.
High Performers:
The student will create an institution like above and then come up with a saying for their
website, then present it to their class as if they were trying to sell their business to
people.

Assessment: I will know students have met the objective if they successfully created a
vision of a group or institution they would start in Conway NH and explain how they
would integrate a math piece into it.

Plans for accommodation/modification:

A student who is blind will use the method of Braille as their form of communication
when they create their own institutions.
A student that is nonverbal will have their para help guide them as they are making their
group, and will be the student voice when presenting their project.
A student who lacks fine motor movement will have a hard time using a writing utensil
and typing on the computer, so their para will use the hand-over-hand method.

What’s next?
Students will move into learning about Power, authority, and governance in the town of
Conway NH.