Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ted Welsh
10/31/16 Subject/ Topic/ Theme Math/ Decimal Computation/ Adding and Subtracting Decimals

Grade ___6th__

I. Objectives
How does this lesson connect to the unit plan?
It is the first unit in the unit plan. This is a foundational piece of working with decimals and will be necessary to move forward with decimals.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

Add single-digit decimals to whole numbers and single-digit decimals.

Subtract single-digit decimals from whole numbers and single-digit decimals.

U, Ap
U, Ap

X
X

Identify errors in their work and/or a partners and correct them.

Line up decimals correctly when adding and subtracting.

Ap, An, E
R, Ap

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 6.NS.3
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
knowledge and skills.

Students should be able to identify the place values in a number (Ex: tens, ones, tenths, hundredths,
etc.).
Students should be able to compare decimals using inequalities.
Students should be able to add and subtract whole numbers.
Pre-assessment (for learning):

The instructor will ask students what they know about decimals and why they are useful.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

The video and notes will give the students information about adding and subtracting decimals. The
teacher will go over the notes and explain how to add and subtract decimals. The instructor will
observe how students are responding to the notes and if they are understanding it.
Formative (as learning):

During the partner activity, students will apply their recently gained knowledge of adding and
subtracting decimals and cement their knowledge. The students will work together and explain what
they have learned to each other.
Summative (of learning):
N/A
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

The notes will be projected on the

smartboard by using the doc
camera.
The instructor will say the notes
orally so students can hear what is
written and projected on the
smartboard.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students work in partners during
the partner activity. They will ask
questions of one another and
compare answers.
Students will show their progress
by raising a thumb and pointing up,
down, or middle.
Students are free to move about the
room and work wherever they want
for the last portion of class.
Students use their computers and
the keyboards to solve problems
through educational computer
games.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Asking for examples of decimals
and the importance of them creates
authenticity.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The instructor will show

mathematical symbols on the
doc camera during the notes
section.
The instructor will also say the
symbols, so that students who
get confused by the symbols
can hear the words.

Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression

The video shows how to line up

decimals for adding and
subtracting.
The students will need to
explain how they did problems
to their partners.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

The two ways of writing

problems, vertically and
horizontally, provide students
with a conceptual challenge.

The students will need to solve

problems on paper in writing.

Students need to work with

partners and check both their
own work and their partners.
This is a good way for students
to collaborate and get feedback
from each other.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The instructor will monitor

progress through the thumb
representation.
The instructor will also monitor
progress during work time by
walking around and assessing
students learning.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Doc Camera
Blank piece of paper for notes
Dark pen or marker for notes
Partner activity sheets for each student
Homework worksheets for each student
Videos:
1. Hot Potato Song: https://www.youtube.com/watch?v=1_UIv74Uw_Y
2. Line-Em Up Video: https://www.youtube.com/watch?v=26nJw1Ko4-A
Ball for hot potato
Candy
Each student should have his or her computer.
Each student should have a writing utensil and piece of note paper as well.
Go Math, Grade 6 Textbook
Real World Application List
Basketball Computer Game (Digital Component): http://www.math-play.com/adding-decimalsgame.html
-

How will your classroom

be set up for this lesson?

Students will sit at tables around the room. There will be three or four students at each table.
The instructor will stand at the doc camera from the beginning of the class until the partner
activity. Then the instructor will walk around the room.

III. The Plan

Time

Components

5 min

Motivation
(opening/

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The instructor hands the rainbow ball to a student.
Students sit on top of desks for the ball game.

introduction/
engagement)

The instructor plays the hot potato song video for

the ball game.
The student holding the ball when the song stops is
out, so the instructor tells him or her that he or she
is out.
When there are 5 students left, stop the video, and
tell the remaining students that they can have a
piece of candy.

When the video starts, students pass the ball

around. When the song stops, the student holding
the ball is out and must sit down in his or her chair.
For controversial calls, respond to the teachers
judgment.
If you are one of the last 5, go get a piece of candy
from the teachers desk, and then return to your
desk. Everyone else stay in your seat.
Students respond to the instructors question.

2min

1 min

4 min

15
min

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Once the students have all taken a seat, ask them

where they see decimals in life, and what makes
decimals important.
- Give positive feedback and affirm their
answers.
- Then, write theyre answers on a sheet and
make it visible through the doc camera.
- This is a list that will be used in the
following lesson.

Tell the students that today, we are going to work

on adding and subtracting decimals, and we will
start with a song.
Play the line-em up video.

Students watch the video.

Tell the students to take out a sheet of paper and a

writing utensil for notes.

Students follow the teachers instructions and get

out a sheet of paper and a writing utensil.

Grab a blank sheet of paper and a dark pen or

marker. Also, have the completed lesson notes on
hand.
Development
(the largest
component or
main body of
the lesson)
15
min

Place the blank sheet of paper under the doc cam,

and copy the lesson notes, explaining them as you
go. Instruct the students to copy the notes along
with you.

Students follow the teachers instructions and copy

the notes onto their blank sheets of paper.

Start with the heading (speak what you are writing

as you write it):
Lesson 1, Adding & Subtracting Decimals
*single-digit decimals and whole
numbers.
Date: (11/7/16)

Students write what the instructor is writing.

Next, write out the first rule and relate it to the

video you just played. Explain how they are
teaching the same thing.
Then, go through practice problems 1-4 with the
students. Write out the problem, and give them a
little time to write it out on their note papers. Then,
solve the problem and make sure to verbalize the
steps you take to solve the problem. Emphasize the
line-em up rule. As you go through the problems,
look around the room and try to assess how the
students are doing based on their facial expressions
and attentiveness.
When you get to the try it section after question 4,
write the problem on your piece of paper. Then,
freeze the doc cam, and finish the problem on your
paper. Instruct the students to do the problem
themselves. Give them a minute and then show the
answer. Ask students to give a thumb up, thumb
middle, or thumb down on how they are doing. If
many students are showing thumb middle or thumb

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Students do the problem on their own using their

notes for help.

Students give a thumb representation of how their

doing and ask questions if they have any.

down, ask what the issues are and then do more

practice problems. If lots of thumb ups, move on.
Do problems 5-8 with the students.

Students write out their notes and follow along with

the instructor.

Do another try it problem the same way you do it

previously.
Ask for a thumb response again and respond
accordingly.

Students put a thumb up, middle, or down, and ask

questions if applicable.

Tell the students that we are done with notes and

that they can put the paper in their notes section of
their folder.

Students put away notes.

Hand out the partner worksheet to each student.

Tell them that they will work with the student
sitting next to them. Pair up the students that dont
have partner. If there is an odd number of students,
have one group of three.
Explain that a student and his or her partner will
have different problems, but get the same answers.
So they should check with each other as they work.
Tell the students that when they are done with the
partner worksheet, they can pick up a worksheet at
the front of the class. This worksheet will be
homework if they dont finish it in class, so it is in
their best interest to work on it. If they happen to
finish the worksheet, they can go to google
classroom and play the basketball computer game.
Tell them that they are free to move about the room
and sit wherever they like and with whomever they
like once they finish the partner activity.
Walk around the classroom and observe how the
students are doing on the partner activity. Answer
questions if students have them.

10
min

Closure
(conclusion,
culmination,
wrap-up)

Walk around the classroom and help students who

need help.
Reinforce the instructions for the end of class:
Partner Activity, then worksheet, then
computer game.

Students work on the partner activity. They talk

with their partners and make sure they get the same
answer. If they dont, then the students should try to
figure out what went wrong.
If a student and his or her partner cant figure out
why theyre answers are different, they should raise
their hands and ask the instructor for help.
After finishing the partner activity, students grab a
worksheet from the front of the classroom and
work on that.

Students work on the homework assignment

Students play the computer game if they finished
everything else.

Tell the students to have a great day!

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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I did not get a chance to teach this lesson, but I can imagine students doing pretty well with it. Decimal addition and
subtraction is very similar to adding and subtracting whole numbers, so I dont see issues with the computation. I do wonder
how well they would do with the concept of decimals and understanding their relation to whole numbers. For example, .22 <
2. In creating this lesson, I knew I wanted to incorporate a video of some sort if I could find one. The video I did eventually
find is really good, and I think it helps for teaching. In the past, these students have really enjoyed videos with songs, so I
think they will like the one I use. Throughout the whole unit, I wanted to encourage students to help each other when they get
questions wrong. I think that constructive criticism is valuable and I want students to be able to do that well, so I am really
excited about the partner activity that I am using in this lesson. Because this was the first lesson, it took me a long time to
plan, but I think it turned out well and would be good to use.
Im not sure of what would be a good improvement if I were teach this because I did not get to teach this lesson.

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