Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Evan Dieleman Date: 11/15/17

Subject/ Topic/ Theme: Mathematics/Decimals/Multiplying and Dividing Decimals Grade: 6th Grade

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson of my Decimals unit which will review multiplication of decimals briefly at the beginning, then will introduce dividing decimals.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Calculate the quotient of two multi-digit decimals Ap,
Identify when its necessary to move the decimal in the divisor and the dividend. Ap, U
Calculate the product of two multi-digit decimals Ap
Properly place the decimal in the product of two multi-digit decimals Ap, U

Common Core standards (or GLCEs if not available in Common Core) addressed:

6. NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should be able to do long division on multi-digit whole numbers as dividing decimals is the
knowledge and skills. same procedure, but with a twist.

Pre-assessment (for learning):

Formative (for learning):

After going through the notes on dividing decimals, Im going to have the students do a thumbs
up/thumbs middle/thumbs down on how they feel after the notes.

Formative (as learning):

White board practice on multiplying decimals for extra practice as its a harder thing to learn. This
will be practice for the students and allows me to gauge where the students are at.

Will assign a worksheet for homework which will include half multiply and half divide decimal
problems. Students will do this at home, which should be practice as we will correct it the next day in
Outline assessment class. I will collect the assignments and see how students did based on the corrections they made with
activities a pen.
(applicable to this lesson)

Summative (of learning):

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 Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Display problems for white term goals, monitor progress, and
reflection board activity on the overhead modify strategies
White board activity allows projector.
students to know what they get
wrong, then review their Will solve each problem on the
answers to see what they did overhead projector after
wrong. students work alone on white
boards.
Class notes includes practice
problems on dividing decimals. Will explain what I did to get
I will walk through these my answer for the white board
problems after giving them time activity.
to work on them.

I will also ask students to help

fill in the blanks/boxes on note
What barriers might this sheet.
lesson present?
Homework assignment provides
practice of both multiply/divide
What will it take of decimals that students do on
their own and will see how they
neurodevelopmentally,
experientially, are with the material.
emotionally, etc., for your Decimals in the real world section
students to do this lesson? on the note sheet.
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Solving problems on white
boards.

Solving problems on
homework.

Verbally, students can help fill

out the note sheet.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Whiteboard activity

Multiplying/Dividing Decimals
homework

Class notes on dividing

decimals
- White boards, markers, pen/pencil, laptop to get a start on homework assignment.
Materials-what materials
- White Board Activity sheet with problems for students to solve and the solutions (ready to
(books, handouts, etc) do
use)
you need for this lesson
- Multiply/Divide decimals homework for in class/at home (ready to use)
and are they ready to
- Dividing decimals note sheet (ready to use)
use?
- http://www.math-play.com/adding-decimals-basketball/adding-decimals-basketball-
game.html

How will your classroom The classroom will be set up in groups of 4 students per pod.
be set up for this lesson?

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III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
(5 minutes)
Motivation - Techy Thursday as the warm-up. Tell students to - Students will take out their computers and will go
(opening/ pull out their laptops, go to google classroom, and to google classroom and play the game thats linked
introduction/ play the game thats linked on the page. there.
engagement) - Link is above for the materials.
- Set up a timer on the projector. When it hits 5 - Students will put their computers away after the 5
minutes, tell students that that concludes Techy minutes is up.
Thursday and to put their computers away.
Development
(the largest (15 minutes)
component or - Teacher will ask two students to help pass out - Two students will help the teacher pass out white
main body of white boards and markers to each student. boards and markers to each student.
the lesson) - Teacher will tell students that they will display a
multiplication problem on the projector and they
will have to solve the problem by showing work
and circling their answer.
- Teacher will tell students that when they are done - Students will solve each problem displayed on the
to raise their board so the teacher can check for overhead projector and hold up their solution. If
correctness. the teacher tells them theyre wrong, they will try
- Walk around checking boards for correctness and again.
tell students to find correct answer again if they get
wrong first.
- After all students have at least raised their board - Students will watch the teacher solve the problem
once or have gotten the correct answer (even if on the overhead projector.
everybody hasnt gotten it right), the teacher will
solve the problem on the overhead projector and
explain how they got the correct answer.
- Once the teacher gets through all 5-6 problems, - Students will give a thumbs up/thumbs
ask students for a thumbs up/thumbs middle/thumbs down based on how theyre feeling
middle/thumbs down for how they feel with with multiplying decimals.
addition/subtraction of decimals.
- If there are a lot of thumbs down, work some
more with white boards. If good understanding
and lots of thumbs up, move onto introducing
dividing decimals.

(20 minutes)
- Pass out the Multiply Decimals note sheet to each - Students will be given a note sheet and they will
student. Ask students to take out a pencil to take be taking out a pencil to complete the notes.
notes.
- Begin by filling in the steps of Multiplying - Students will be copying down the notes of what
Decimals (ask students if they think they know the teacher writes down and explains. If they know
what should go in each box): move the decimal in what to fill in the blanks/boxes on the notes,
the divisor to make it a whole number, move the students can raise their hand to help fill out the
decimal in the dividend the same number of places, notes.
bring the decimal point up into the quotient/answer,
divide like usual.
- Now, to show students how the steps work, walk - Students will follow along with the teacher as
through the two problems of the Lets Try It they complete the Lets Try It Together section of
Together section of the notes. the notes.
- Ask students after each problem for any questions - Students can ask questions if they have any
they have. throughout the notes or at the end when the teacher
asks for any questions.

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 - After answering any questions, have students do - Students will now try to multiply decimals on
the problems on their own for the section Your their own for the two problems of the section Your
Turn. Walk through the steps of solving the Turn on the notes.
problems after everyone has tried them themselves.
- After walking through them again, ask students - Students give a thumbs up/thumbs middle/thumbs
for thumbs up/thumbs middle/thumbs down on down on how theyre feeling about dividing
how theyre feeling about dividing decimals. Also, decimals.
encourage students to be honest if they need more
guided help and examples.

- Now, onto the back side of the note sheet. Fill in

the blanks in the top left to be 0 or .0 to keep the
division going. Now, have students divide the - Students will begin working on the three
three problems on their own. Walk through each problems on the back side of the notes. Students
problem with the students afterwards once giving will be told by the teacher to correct any problems
them a few minutes to do them themselves. they got wrong. Students can always ask questions
- Now, go to the dividing decimals in the real world if they have any when the teacher is going through
section and walk through and explain how each the problems.
problem is solved. - Students follow along as the teacher explains the
- For the final box on the back (Find and Fix It), real world problems.
tell students to work on the problem with their - Students give thumbs up/thumbs middle/thumbs
partner at their table for a minute, then ask pairs to down after going through the three problems with
share what they thought was wrong, why, and how the teacher.
they fixed it. Explain the real solution if students - Students will work with their table partner to
dont quite get it. solve the Find and Fix It problem at the end of
- Once notes are done, ask students to put these the page. Once theyve worked for a minute or
notes in their Math binders (or keep them out if two, students will share with the class what they
they want to use them for their homework think is wrong and how to fix it.
assignment.)

(12 minutes)
- Pass out the homework assignment on
multiplying and dividing decimals. Tell students
that it will be turned in the next day for completion,
and we will correct them in class, as well.
- Do the first problem to show students what you - Students will follow along with the first problem
expect to see, which is showing their work and on the homework as the teacher explains what is
circling their solution. expected for the homework.
- Tell students they have the rest of class to work - Students will work for the remainder of the class
on the assignment. on the assignment.

Closure
(conclusion, (5 minutes)
culmination, - Put the morning announcements on the overhead - Students will watch morning announcements then
wrap-up) projector. Once theyre done, go to the door and pack up their stuff and wait for the bell to ring.
talk to students while you wait for the bell to ring.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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In planning this lesson, I really wanted to use a formative assessment as learning in order to make sure students are at a point
where we can move on to dividing decimals. Thats why Ive planned to do a white board activity again. However, I know
that diversifying activities is key and this would be twice in one week using white boards. So, as I will get to teach this lesson,
but havent yet, I think that I would already try to improve it by finding a different activity to use for formative assessment
as learning. Dividing decimals, which will be introduced in this lesson through the class notes, is a difficult lesson. Ive
witnessed my mentor teach it to Math 7 students and many get it while many others dont. What will make it or break it is if
students remember how to do long division. If students can do long division still, they will be able to catch on. However, if
students didnt master long division earlier in the Math education, this could be a road block for some students so Im glad
that I was able to prepare my mindset now, already, prior to teaching my lesson. I think that I want students to practice
dividing decimals in class, so while I have that planned for next class period, I wonder if I should hold off on an assignment
until after they get more practice, even though the assignment is graded for completion, not correctness. This should be a
good lesson, though!

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