Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Heidi Mingle Subject/ Topic/ Theme Mystery Number Day 1 Grade ______1st Grade_________

I. Objectives How does t is lesson connect to t e unit !lan" Learners will be able to#
Generate a mystery number 'hen seeing a mar( any'here on a )mostly blan(* number line+ -usti.y guesstimates o. the mystery number into the class discussion+ Di..erentiate bet'een values on a number line+ Demonstrate their (no'ledge o. number relations by creating their o'n mystery number and distinguish other number values .rom it+
cognitive ! " #p #n $ %& physical development socio emotional

, , , ,

Common Core standards $or %LCEs if not available in Common Core& addressed#

M%%1+N/T+1 %ount to 1012 starting at any number less than 101+ 3n this range2 read and 'rite numerals and represent a number o. objects 'ith a 'ritten numeral+
)Note# 4rite as many as needed+ 3ndicate ta5onomy levels and connections to applicable national or state standards+ 3. an objective applies to particular learners 'rite the name)s* o. the learner)s* to 'hom it applies+* &remember2 understand2 apply2 analy6e2 evaluate2 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

7no'ledge o. number lines and ho' the numbers get larger as you move more to the right+
Pre-assessment (for learning): Discussion be.ore lesson+ Formative (for learning):

Outline assessment activities )applicable to this lesson*

Discussion 8uestions be.ore and a.ter lesson+

/ecome a'are o. the goal o. the activity+ Monitor their o'n progress and understanding through guessing and receiving the number+ Summative (of learning*9 :bservational o. ho' and i. the students are able to understand the number line+
Provide /ulti!le /eans of 0e!resentation ;rovide options .or perception making information perceptible Number line visually drawn on the board !irections given verbally Provide /ulti!le /eans of Action and E.!ression ;rovide options .or physical action increase options for interaction Students get to draw their own number lines on their own wipe-off boards ;rovide options .or e5pression and communication increase medium of e&pression Students come up with their own mystery number and try to guess each other's Provide /ulti!le /eans of Engagement ;rovide options .or recruiting interest choice" relevance" value" authenticity" minimi#e threats Students get to work in pairs so not to get distracted from the rest of the class ;rovide options .or sustaining e..ort and persistence optimi#e challenge" collaboration" masteryoriented feedback Students have to work together to do the activity (ne student guessing and one student communicating how close their guess was

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

;rovide options .or language2 mathematical e5pressions2 and symbols clarify $ connect language %&press mathematical terms used in the lesson both verbally and in physical notation

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;rovide options .or comprehension activate" apply $ highlight )se *greater than+ and *less than+ terminology

;rovide options .or e5ecutive .unctions coordinate short $ long term goals" monitor progress" and modify strategies ,oal to get students to understand greater than and less than in number relations

;rovide options .or sel. regulation e&pectations" personal skills and strategies" self-assessment $ reflection -egulate the activity for each other -eflect on what they understood and what they did not understand

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

1 << chart Student dry erase boards or paper and pencil

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation )opening/ introduction/ engagement*

>arge group instruction ;artner activity

67 min

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. Dra' a number line labeled 'ith only a 1 and 111 Students sit in the .ront o. the classroom during on the board+ instructional time+ Select a mystery number+ Dra' an arro' to a spot on the number line and have students guess the mystery number+ 4ith each student?s guess2 have Try to guess mystery number+ the students identi.y 'hy they chose that particular number and 'hat their strategy 'as+ 4rite that number on the number line as it relates to the mystery number+ #s students guess the mystery number have a volunteer also identi.y that number on the 1 << chart2 so students can ma(e the connection bet'een the number line and 1 << chart+ %ontinue to record the student guesses until the mystery number has been revealed+ Have the students play the mystery number game 'ith a partner using dry erase boards or paper and pencil+ >et each student have a chance creating a mystery number2 as 'ell as guessing a mystery number+ Students get into pairs and collect dry erase boards+ $ach student should get at turn to guess and create a mystery number+

67 min

3evelo!ment )the largest component or main body o. the lesson*

87 min

Closure )conclusion2

4hat 'as the mystery number@ Ho' many guesses did you need to .ind the

Students gather again to the .ront o. the classroom+ #ns'er 8uestions+

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culmination2 'rap up*

mystery number@ 4hat strategy did you use to correctly identi.y the mystery number@ 4hat 'as the hardest number to guess@ 4hy@

Try to e5plain the strategies that they used+

9our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. )4rite this a.ter teaching the lesson2 i. you had a chance to teach it+ 3. you did not teach this lesson2 .ocus on the process o. preparing the lesson+* I began t is lesson b( writing a number line on t e board. 2 e number line first consisted of just 7 and 877. 2 en I ad t e students guess w at t e middle number would be. After man( guesses one of t e students gave me :7. ;o I added :7 to t e number line. I t en as*ed w at else we can !ut on t e number line. Anot er student told me t e 87s. ;o I filled in 87- 67- <7=7- >7- ?7- @7- and A7. 2 en t e students as*ed me about t e :s. ;o we added t e :s to t e number line. 2 e number line t en consisted of 7 to 877 b( :s and 87s wit :7 in t e middle. 2 en I as*ed t e students w at t e( t oug t t e word estimate meant. I told t em t at to estimate is to ma*e (our best guess. I wrote t is on t e board so t at we could refer to it during t e lesson. I c ose a number in m( ead and !laced a dot t at I believed would best re!resent it on t e number line. I t en ad t e students ma*e estimates to w at t e number was. I wrote t eir estimates on t e board. /an( of t eir estimates were ver( close. For e.am!le if m( number was ?8 man( of t e students guesses were ?:- ?@- ?6- ?<. /ost of t e students saw t at t e dot was between ?7 and @7 and t e( *new t at it ad to be a sevent(1somet ing. Ot ers still guessed : or 877. For t ose students I was sure to !oint out w ( t e number ad to be in t e ?7s. I believe t e lesson went well for t e students. I felt comfortable teac ing t e lesson. I also felt confident t at t e( ad learned somet ing new of t e number line. I was sure t at t e( learned t e term estimate toda(. I am so !leased wit ow t e lesson went wit t e students t at I do not *now w at I would c ange for ne.t time. 2 e students were interacting and !artici!ating during t e lesson. 2 e( also learned from t e lesson. 2 at was a goal of mineand I feel t at I ave ac ieved it.

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