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Lesson Plan Design

Subject: Math

Grade:

Candidates Name:

Jennifer Perlini

Site Supervisor: Tamara Gilbert

Lesson Topic:
ID #

Problem Solving-Multiplying Money

022801891

NU Supervisor:

Bruce Lamm

Date: __________December 8, 2015___________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
California Common Core Standards

Rationale:

CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths,
using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.

Students have been practicing different

ways to multiply with a whole number and
a decimal. Students will not take that
practice and it apply it to the real world.
They have had practice problem solving
with money and seem as though that this is
an easy way to understand decimals.

Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving
them.
MP4: Model with mathematics.
MP6: Attend to precision.
Prior Knowledge
Students have learned multiple ways to multiply a whole
number with a decimal. They will take what they have
learned and practice this past week and apply it to real world
situations and problem solving.
Focus Learner/Behavior Expectations
Many students in this class are EL students. I will
have visual charts and tables to help students break
apart the question and find what they are looking
for.
Students will be expected to participate in
answering questions throughout the lesson. I will
remind students to raise their hand to answer, as
there are a few students that tend to blurt out
answers.

In order to meet the standard, students

learned to multiply based on place value,
expanded form models, as well as a
pictorial way to solve the problem.
Students will be able to choose which way
they find easiest to multiply and apply it to
problem solving.
In order to keep the attention from all
students, I will have visuals on the screen
as well as solve problems on the board.
The different visuals will aid them in
solving the problem.
As much of this lesson is done through
guided practice, students will need to be
active participants throughout the lesson. I
will call on as many students as possible to
solve the problems or give information.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Students will be able to:
Problem solve using a diagram to multiply money.
Apply their skills to real world application

Rationale:
By this lesson, students should be able to
multiply a whole number with a decimal.
Therefore, students will use that
knowledge and apply it to real world
problems, such as using money. Once
students are ale to see the connection
between what they are learning and how it
is used in the real world, students seem to
have a better grasp on the content.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )

1. Linguistic Background
Primary home language: 41% ELL with primary language
being Spanish and 3% primary language being Vietnamese.
2. Academic Language Abilities
Three students are classified as newcomers and receive
services throughout the week. Their different languages are:
Vietnamese and Spanish.
3. Content Knowledge
Students have been learning different ways to multiply a
whole number with a decimal. This knowledge will be put
into place during problem solving.
4. Cultural and Health Considerations
75%-Hispanic, 15.6%-Caucasian, 6.2%-African American
and 3.1% Asian. Known health consideration of glasses15.6%
5. Interests and Aspirations
Students enjoy using their Chrome Books and use games
such as Prodigy and Little Alchemy. These are used as a
motivation to participate and be engaged in the lessons. Also,
with it being before Christmas, students are excited to work
on their Christmas crafts. They know that their lessons need
to be finished before we can move on to crafts.
6. Physical, Social, and Emotional Development
Students are very active and social. One student with
behavioral problems and is on a behavior contract.
7. Socioeconomic Considerations
70% of students are part of the Free and Reduced Lunch
Program.
Pre-Assessment Activity
Students will review the previous nights homework before
beginning this lesson. This will let me know each students
progress toward multiplying with a whole number and a
decimal, before moving on the problem solving.

Rationale:
It is important to understand the needs of
the different students within the classroom.
Many students are English Language
Learners and need the additional help in
understanding the word problems;
therefore visual charts and breakdowns
will be used.
The Chrome Books are a huge motivation
for students to stay on task. They are
offered as a reward when there is
additional time and they have been
engaged in the lesson. However, students
also know that if there is too much side
talk, then Chrome Books will stay locked
up. Also, students are working on different
Christmas crafts in their free time. They
understand that if they finish their lesson
with time to spare, they will be able to
work on their crafts.
There is one student that is currently on a
behavior contract. This is fairly new for
him, and much progress has not yet been
made. He is involved in discussions and
therefore, it is imperative that he has the
chance to share and be apart of the class.
Many students are offended by his
behavior, which has made it more difficult
for him on a daily basis. Keeping the
behaviors to a minimum and the
engagement high, he will be on task and
succeed in this lesson.
Students will show what they know about
multiplying a whole number with a

decimal by reviewing the homework from

the previous night. If students have
questions, were absent, or do not
understand, this is the time for them to ask
questions before the new lesson starts.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Modifications for English Language Learners
41% of students are English Language Learners. It will be
important to have visuals and redirections to where we are so
that they are on task. Many of the EL students achieve at
grade level in math.
Modifications for Behavioral Student
This student has many behaviors in class, however he likes
to volunteer and participate. It will be imperative that I allow
him to answer questions as well as read a section of the text
in order to keep the behaviors to a minimum.
Modifications for High Achieving Students
Students who are high achieving will work on page 186 on
their own. This allows them the opportunity to challenge
themselves and work at a higher level, while still meeting the
objective.
Modifications for Low Achieving Students
Low achieving students will receive more guidance during
independent task. These students will come to the carpet in
the front of the room for more practice or a re-teach of the
lesson. This allows for small group practice.

Rationale:
With the high percentage of English
Language Learners, I decided that it would
be best for students to use their Math Mats
in order to visualize the problem that is
being asked. They will also be able to look
at the screen and the whiteboard to follow
along with the lesson.
As stated above, this student has many
behavioral problems in the class and will
need to have the ability to participate in
discussion and reading.
The high achieving and low achieving
students will see their differentiation
during the independent time. Student
whom are high achieving will show that
they can work on these problems on their
own, without guided practice. The lowachieving students will receive extra
support in the front of the class, in order
for them to achieve the objective. It will
be important to know which students need
help based on earlier parts of the lesson.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Students will need:
Math Book
Pen or pencil
Math Mat
White Board marker or crayons
Teacher will need:
Math Book
Elmo
White Board w/ Markers and Eraser
Math Mat

Rationale:
Students will follow along in their math
books as the lesson progresses. They will
also need their Math Mats to dissect the
word problems that do not give enough
space for them to draw a diagram in the
book.
The teacher will need access to the Elmo,
in order to display the book on the screen.
The teacher will need the whiteboard to
show the problems as students are working

through them, as well as a Math Mat in

order to model how students will use them
during the lesson.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
The lesson will begin by reviewing the homework from the
previous night. As students walk in, their homework will
already be on their desks and the answers will be posted on
the screen. Students will be given a few minutes to review
their answers. I will remind students that if there is a problem
that they would like to review, to place a star next to it or
circle the number.
Once they have checked their answers, I will ask students
which numbers they need to review. I will write the numbers
on the board as they are being said. Once I have all of the
numbers, we will work out the problems. After all of the
problems have been reviewed, students will be directed to
turn in their homework and take out their math book.
Check for Understanding:
I will check for understanding as I review the homework
problems. I will make sure that students, who asked for the
review, understand how to solve the problem.

Rationale:
At the beginning of the lesson, it will be
important to review the homework from
the previous night. If students did not
understand the homework, then they will
not be able to grasp the new lesson.
Once students have reviewed their
answers, I will walk students through the
questions that they had difficulty with. This
gives them the chance to see where they
made a mistake.
In order to check for understanding, I will
ask questions as I review the homework. I
will also target those students who needed
help to make sure that have an
understanding of the content.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
In our math lessons, we like to have the students involved
throughout the whole lesson. So to start, I will have a student
read the first problem. I will have the book projected onto the
Elmo so they can see where we are and I will also have a
table on the whiteboard, modeling what is in the book. After
a student reads the problem, I will direct them to the graphic
organizer in their book. I will have the same organizer on the
board. I will ask students the following questions:
What do I need to find?
What information do I need to use?
How will I use the information?
As they answer the questions, I will write the answers in the
correct spots on the organizer. Students will be directed to
write the answers in their book as well. Next I will direct the
students to the Solve the Problem portion of the organizer.
Again I will ask questions and as students answer I will fill
in the organizer.
This process will be repeated for the problem on the
following page. After answering the problem, I will ask
students: How does the diagram help you determine if your
answer is reasonable?

Rationale:
I will use both the screen and whiteboard
for this lesson in order help direct students
attention to where they should be. There is
a teacher copy of the book, however, the
teacher does not like to write the answers
in it, as it is not easy for students to see.
So, I will have the book projected in order
to direct students where to write, however I
will be writing the information on the
whiteboard. With the seats setup the way
they are, students with their back to the
whiteboard are asked to move to the floor
in order for them to stay on task.
*Note: desks are set this because the
teacher has a knee injury and it is the
easiest way for her to get around the class.
I have to utilize the space to the best of my
ability, therefore, I ask students to move to
the floor.
As I ask students questions, I will remind
them to raise their hand when answering.

Next, students will be given a Math Mat and asked to take

out a dry erase marker or dry erase crayons. There is not
enough space in the book for students to draw the chart, so
they will use the mat to dissect the problem. I will continue
to walk students through the first problem on the next page.

Check for Understanding:

Students will have had the opportunity to work through three
different problems with guidance. They will know work on
their two checkpoint problems to ensure that they have an
understanding of the lesson. As they work on these two
problems, I will be circling the classroom answering
questions and observing students. This assessment will let
me know which students are ready to work independently
and which students need to come to the front of the room for
more help.
I will write the answers for these two problems on the board
while students are finishing up their work. We will review
these two problems if need in small groups as those who
understood the problem will work independently.

There are a handful of students who always

want to answer, and this gives me the
opportunity to involve other students in the
lesson. As they answer the questions, I will
write out the information and direct them
to answer in their book.
Once we have gone through the first two
problems, I will pass out the Math Mats
and ask students to take out a dry erase
marker or crayon. Students who are on the
floor will come back to the floor to work
on the next problem. We will work on the
first part of the problem together, then
students will be required to answer a few
questions on their own.
When checking for understanding, I will be
able to distinguish between those students
who are ready to work independently and
those who need the extra help. This will
decide the different groups for the next
page of problems.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Once the students have been split to their groups, those at
their desk will work independently on page 186. This group
will be about of the class. The other of the class will be
in the front of the room, working in a small group with me,
in order to gain a better understanding. As students gain an
understanding, they are able to go back to their seat and work
independently.
Check for Understanding:
I will be able to check for understanding in the small group
by asking questions in regards to the problem. While
students are at a point where they can multiply on their own,
I will walk around the classroom to check on those who are
working independently. These observations will be informal,
however they will give me information in regards to the
students learning.

Rationale:
Students, who are at their desks working
independently, will be expected to answer
the questions on their own. Students know
to take responsibility in their learning. If
they are struggling with a problem, they
may join the group on the floor. These are
not set groups, they can change daily as
well as throughout the lesson. This is
something that is done in most math
lessons, so students understand what each
group is for.
Checking for understanding is difficult in
the group working independently. I must
find times while the small group is

working, to walk around the class and

observe the larger group of students. The
small group is easier to check for
understanding, as I guide them through the
next few problems. They are able to tell me
what steps to take next and how to solve
the problem.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
The assessment for this lesson will come the next day, in two
different forms. Students will review their homework at the
beginning of the lesson. In addition, students will be taking a
mid-chapter quiz. This will let me know if students have a
grasp on multiplying a whole number with a decimal, or if
we need to do a re-teach before moving on to the next
section of the chapter.

Rationale:
Just as students started todays lesson by
reviewing their homework, they will do the
same the following day. This gives them
the opportunity to show what they know.
Students will also be taking a mid-chapter
quiz tomorrow, which will assess how they
understood the material so far, including
the problem solving lesson. This quiz will
tell me whether students are ready to
continue with the lessons or if they need a
day of review and re-teach.

10. Closure: (Describe how students will reflect on what they have learned.)
Students will be able to reflect on what they learned
throughout the different lessons in this unit. Each lesson
builds from the previous lesson; therefore students will be
able to take their knowledge and put it into practice for the
following lessons.

Rationale:
Everyday, students come to class with
knowledge from previous school days and
years. It is important that we are always
building that knowledge. By building on
that knowledge everyday, students are able
to reflect on what they have learned. This
reflection will not be done only once, but
multiple times a school year. Students will
recognize working with money and be able
to take what they learned and use it in the
real world.
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty