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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sophia Kim

Date 11/15/2017 Subject/ Topic/ Theme Math/Multiply Using Expanded Form Grade 5

I. Objectives
How does this lesson connect to the unit plan?
This lesson will help students connect on the strategies to use in multiplying decimals. This model is
another way to multiply the decimals using models just like the previous lesson.
Learners will be able to: cognitive- physical socio-
R U Ap An E developme emotiona
C* nt l
Use expanded form and place value to multiply a decimal and a whole number. R U Ap

Apply the model of expanded form Area Model to analyze where the Ap An C

number for the place value goes in the model.

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of
10, and explain patterns in the placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote powers of 10.
CCSS.ELA-LITERACY.W.5.1. B
Provide logically ordered reasons that are supported by facts and details.
MP 3
Construct viable arguments and critique the reasoning of others.
MP 4
Model with Mathematics.
(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


CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right. For example, recognize that 700 70
Identify prerequisite = 10 by applying concepts of place value and division.
knowledge and skills. CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and
one-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.
Outline assessment Pre-assessment (for learning): Students will be introduced to use the Area Model to solve
activities the multiplication with whole numbers. -- in the rug area.
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(applicable to this lesson) Formative (for learning): Teacher will be showing how an Area model works for
multiplying decimals too.
Formative (as learning): Students will be given a couple of questions based on the number
of group members within a group and they will be answering the questions collaboratively.
Teacher will be going around to see if the students are taking turns in answering the problem.
Summative (of learning): Students will become the area model where they will act out on
how the area model works. This is a way of a role playing but it will comprehend in their
brain which number will be multiplied to get the right answer in the box.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for Provide options for physical Provide options for
perception- making action- increase options for recruiting interest- choice,
information perceptible interaction relevance, value,
By listening to the Students will be in authenticity, minimize
teacher, the students groups to collaborate threats
will be able to see or help the student
how the Area who is answering the
Model works. problem.
Provide options for language, Provide options for Provide options for
mathematical expressions, expression and sustaining effort and
and symbols- clarify & communication- increase persistence- optimize
connect language medium of expression challenge, collaboration,
While the group mastery-oriented feedback
What barriers might this
lesson present?
work is going on, the The group work that
students will the students will be
communicate with doing will need
What will it take other peers to solve collaboration among
neurodevelopmentally, the problem. themselves and they
experientially, There might be some might be correcting
emotionally, etc., for your students will be each other if the role
students to do this lesson? frustrated when the playing activity is
communication is going in a wrong
fluent with other way.
peers.

Provide options for Provide options for executive Provide options for self-
comprehension- activate, functions- coordinate short regulation- expectations,
apply & highlight & long term goals, monitor personal skills and
They will apply the progress, and modify strategies, self-assessment &
Area Model to use strategies reflection
it in their summative Students will debrief
assessment. with what they
learned with the
summative
assessment.

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Go Math textbook
Materials-what materials Teachers small whiteboard and a marker - Brain Talk
(books, handouts, etc) do Grid guideline for the summative assessment (Tape) -- See Below.
you need for this lesson Paper and pen to write down their expanded form
and are they ready to Set of questions for the students to solve in groups -- See Below.
use? Small whiteboard and eraser for each student in the group
Camera
Rubric for the role playing activity (Summative)
The class will start in the carpet are for some Brain Talk but the class will
be set up just the way as it is.
How will your classroom Students will seat their desks in groups.
be set up for this lesson? At the summative assessment, the students will be pushing the back group
desks and chairs and the rest of the 3 groups will be working outside to the
hallway.
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.
10 Review: Carpet Area
mins Motivation Teacher will give a question on the Students will look at the questions
(opening/ board for the students to see if they and see if they can solve the
introduction/ know how to multiply in Area Model problem on the board.
engagement) Students will be putting a
with whole numbers.
Students are asked to put a thumbs up in their chest if
thumbs up near their chest. they know it.
Teacher will be solving the problem Students will get excited to tell
on the board with the students what the teacher has to do with the
telling what the teacher has problem.
supposed to do.
Say words like This is the
only chance where you guys
can tell me what to do!
The problem is 23 X 15 =?
Teacher will solve it with the
students.
Teacher will motivate the students
by saying that we are going to learn
how to multiply the decimals with
the same model that we did to
multiply with the whole numbers.
30 Lesson: Area model
mins The teacher will be going over the Students will listen attentively and
Development
(the largest Unlock the problem of the write down the missing words in
component or textbook which is in page 251. page 251.
main body of This serves as an example
the lesson) where the teacher can
explain what the students
will be using to solve the

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problems in the latter part
of the lesson.
Now that the concept has been Student will be working their
taught to the students, teacher will assigned group desk and will start
give the prepared questions based to help each other in solving the
on the number of the students in problem.
the table group.
Tell the students to solve
the problem together one at
a time where one person is
writing the solutions.
Teacher will encourage the
students to take turns in solving
the given problems.
Once the students are starting to
answer the problems, go around to
check if the students are doing the
work and taking turns in solving the
problem.

30 Teacher will be explaining the Students will follow the directions


mins activity to the students: for the activity.
Students are going to the
numbers in the Area Model.
I need all of the group
members participation in
each group while the
activity is going on.
Explanation:
Students will be an
expanded form for
Closure each of the
(conclusion, students.
culmination,
Teacher will be
wrap-up)
taping the box for
the Area model.
Teacher will let the
students figure out
on how to solve the
problem.
Students will
choose among
themselves on what
number they want to
be and write down
the number and
stick it on their
chest.
Teacher will see on
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how the students
understand how the
Area Model works.
Once the students are
done, get a camera to take
a picture of the output from
the students.
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.)
For this lesson, I expanded myself to a role playing idea. Mrs. Pak does just explaining the
concept and letting the students answer the textbook. In Calvin, I have been learning that
movement is a great way to motivate the students to learn the concept in every subject. I used
this notion in this lesson with the role playing. some of the students were confused on what
they were supposed to do but when a student from each group starts to get the gist of the
activity, that student leads the group to finish the activity. One thing that I could have done
better is where I had to explain the activity better next time I teach this lesson. By the time I
will be teaching this lesson again, I hope I can increase my level of explaining the concept
and the activity.

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Set of questions for the group work

1. 23 X 0.34
2. 34 X 0.54
3. 12 X 0.97
4. 45 X 0.23
5. 67 X 0.12

EXAMPLE 56 X 0.12

St Student 1 = 50 Student 2 = 6
ud
en
t3
=
0.1
50 X 0.1 6 X 0.1
50 X 0.02 6 X 0.02

red = student has to come up with the blanks. This is just an example
for the teacher.

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