Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ted Welsh
11/8/16

Subject/ Topic/ Theme

Multiplying Multi-Digit Decimals Grade ____6th________

I. Objectives
How does this lesson connect to the unit plan?
This is the 7th lesson in the Decimal Computation unit plan. Students have already learned how to add, subtract, multiply, and divide single-digit numbers with whole
numbers and single-digit numbers. This lesson expands their knowledge of multiplying decimals to multi-digit decimal numbers.
cognitiveR U Ap An E C*

Learners will be able to:

Multiply multi-digit decimals with whole numbers, single-digit decimals, and multi-digit decimals.

physical
development

socioemotional

U, Ap
U, Ap

Place the decimal in the correct place when multiplying.

Create problems for classmate to solve that are useful to learning and understanding.

Present a problem to someone else (another student, or the class) and explain how they can solve it.

Ap, C
An, E

*
*

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 multiply single-digit decimals with whole numbers and single-digit
decimals. Students should be able to correctly place the decimal in these problems.
Students should be to work with a partner in a productive and helpful manner.
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)

What barriers might this

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

The notes time of the class period will be formative for learning. Students will be told how to multiply
multi-digit decimals. The instructor will observe how the students are responding to the notes and if
they understand it.
Formative (as learning):

The activity where the students create problems for their classmates will allow students to show what
they know. The students will work together and explain how they did their problems to each other.
Summative (of learning):
Students will correct their homework at the beginning of class and see how they are doing with adding
and subtracting multi-digit decimals. The teacher will collect this and look to see how students did.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Notes are projected on the

smartboard using the doc camera.

Students need to catch and throw a

ball during the ball game.

The instructor will verbally say the

notes so students can hear what is
written and projected on the doc
camera.

Students are free to move about the

room and work wherever they want
for the last portion of class while
they play computer games or work
on homework.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students create a problem for their
partners to solve. They have the
freedom to choose whatever they
want.
Connecting the notes to money add
authenticity to the lesson.
If students get to play computer
games, they have three options to
choose from.

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Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will need to explain

how they did problems to their
partners, and some will to the
class.
Students will solve problems on
paper in writing.
Provide options for comprehensionactivate, apply & highlight

Students need to apply what

theyve learned to be able to
create a problem for their
partners to solve.

Provide options for executive

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

The instructor will highlight

some of the tougher problems
students create, therefore
showing students what a good
problem and way to solve that
problem looks like.

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

How will your classroom

be set up for this lesson?

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

As students correct their

homework they can reflect on
how well they know adding and
subtracting multi-digit decimals.

Doc Camera
Blank piece of paper for notes
Dark pen or marker for notes
Videos:
1. Hot Potato Song: https://www.youtube.com/watch?v=1_UIv74Uw_Y
Ball for hot potato
Each student should have a writing utensil and paper for notes as well.
Each student should have the homework assignment from the night before.
Homework assignment for students.
Candy
Wow Cards
Real World Application List
Each student should have his or her computer.
Computer Games:
1. http://www.sheppardsoftware.com/mathgames/decimals/CompareDecimals.htm
2. http://www.math-play.com/Decimals-Jeopardy/decimals-jeopardy-game.html
3. http://www.mathplayground.com/number_bonds_decimals.html
-

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 station
activity. Then the instructor will walk around the room.

III. The Plan

Time

Components

5 min

Motivation
(opening/
introduction/
engagement)

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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.
The instructor plays the hot potato song video for
the ball game.

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.

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.
Revisit the list of real-world applications for
decimals from the last class period. Ask students if
they have more things theyd like to add, or if they
would like to expand on some ideas. Be sure to
mention charitable giving and ways of serving
others in reference to decimals if a student does
not.

10
min

15
min
Development

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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 add to the list on comment on things on
the list.

(the largest
component or
main body of
the lesson)

Tell the students to get out their homework from

the previous class period.
Correct the assignment by writing the answers to
the problems on the worksheet under the doc
camera. Write an answer, pause and ask for
questions. If there are not questions, move on to the
next problems, if there are questions, do the
problem on the doc camera.
Tell the students to write down the correct answers
and work if they got the problem wrong.

Students should get out their homework and follow

along with the instructor. If they have a question, or
dont understand where they went wrong, they
should raise their hands and ask questions of the
instructor.

Collect the homework.

Students takes out materials for notes.
Ask the students to take out a piece of paper and a
writing utensil for notes.
Grab a blank sheet of paper and a dark pen or
marker. Also, have the completed lesson notes on
hand.
15
min

Place the blank sheet of paper under the document

camera, and copy the lesson notes, explaining them
as you go. Instruct the students to copy the notes
along with you.
Start with the heading, then go on to the rules.
Start the first problem, and verbally reference the
rules as you are solving it. Make sure to go slowly
so students can see each step in the process.
Look up as you do the problem for hands raised of
confused looks, and pause when necessary. Be sure
to ask students if they are following along and
understanding what you are doing. If students say,
no, or have questions, answer them or go through
the problem step-by-step again. If students still
seem confused,

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Students follow the teachers instructions and copy

the notes onto their blank sheets of paper.

Students write what the instructor is writing.

Students follow along and ask questions when they
have them.

Do the same thing for problems 2 through 4.

Students do the problem on their own using their

notes for help.

When you get to the try it section after question 4,

write the problems on your piece of paper. Then,
freeze the doc cam, and finish the problems on
your paper. Instruct the students to do the problem
themselves. Give them a minute and then show the
answers. If students look confused or have
questions, do the problem with them.
Do this for questions 5 and 6.
After question 6, flip over your note page and have
the students do that same. At the top of your page,
write, Create it! Tell the students that they will
work with the person sitting next to them. If there
no one sitting next to someone, have that person
work with the students at his or her table. Each
student in a pair will create a multi-digit decimal
multiplication problem for his or her partner and
they will solve each others problems. Instruct
them to create doable, but challenging problems.
Give the students about 2 or 3 minutes to create
problems, solve them, then talk about their
answers. If it takes longer or shorter, thats fine, but
judge the room and try to stop the students when
most are done. Then ask the students to raise their
hands if they have a good problem. Choose a
student and have him or her write the problem on
the instructors paper under the document camera.
Let the rest of the class do the problem, and then
have the student who wrote it solve it. Make sure to
check the students work before he or she presents
the solution, so he or she does not feel embarrassed
if the problem is wrong. Ask the students if they
have questions and answer them or walk them
through the solution. Tell the students who
volunteered to get a Wow Card.
Do this a couple more times until you think the
students have a good grasp on the concept.

10
min

Closure
(conclusion,
culmination,
wrap-up)

Hand out the homework assignment and tell the

students to work on that first. If they finish they
can do the three computer games on Mrs.
Woolfords Google Classroom.

Students converse with their partners and give each

other problems to solve. Each student does their
own problem and their partners.

If a student thinks he or she has a good problem,

the student will raise their hand when the instructor
prompts them to give a good problem. He or she
writes the problem up front. The rest of the students
solve the problem. Then the student writes the
solution, and students can ask questions. The
student up front gets wow Card.

Students listen to the instructor. Then, they work on

the homework assignment. When they finish, they
play computer games on Google Classroom.

Tell the students that they are free to work

wherever they want in the room.
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.)
I did not get to teach this lesson, so I will focus on the preparation. We do the ball game every day, so I needed to include that
in the lesson plan. It is a good way for students to let loose and blow off some steam. In planning this lesson, I wanted the
partner problem-creation activity to be a focus. I think it is valuable for students to know how to create good problems for
each other and to be able to solve those problems together. Also, its good to be able to tell others how to get the answer. This
is not only applicable to math, but to any sort of problem solving in life. As I planned the lessons, I wanted students to be able
to work on these skills. Also, it important that students are progressing in their learning of decimals, so it was necessary to
include a note session on multiplying multi-digit decimals, so students have the chance to learn new material and ask
questions of the instructor as they learn.
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