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University of Utah Department of Special Education Weekly Instructional Plan

Name: Megan Van Pelt


Monday week 1

Content Area: Math

Grade Level: 7th

Week(s) of: Weekly lesson plan 4

Friday week 1

Tuesday week 2

Thursday week 2

Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.

Wednesday week
1
Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.

Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.

Core-standard Goal:
7. EE Solve real-life
and mathematical
problems using
numerical and
algebraic
expressions and
equations.
7. EE.4 Use
variables to
represent quantities
in a real-world or
mathematical
problem, and
construct simple
equations and
inequalities to solve
problems by
reasoning about the
quantities.

Core-standard Goal:
7. EE Solve real-life and
mathematical problems
using numerical and
algebraic expressions and
equations.
7. EE.4 Use variables to
represent quantities in a realworld or mathematical
problem, and construct
simple equations and
inequalities to solve
problems by reasoning about
the quantities.

Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.

Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.

Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing tables,
chairs, and/or desks
against my
classmates, paras
and teachers.

Behavior Objective:
I can enter and exit
the classroom
without shoving or
pushing furniture
and/or people. This
includes refraining
from pushing
tables, chairs,
and/or desks
against my
classmates, paras
and teachers.

Behavior Objective:
I can enter and exit the
classroom without shoving or
pushing furniture and/or
people. This includes
refraining from pushing
tables, chairs, and/or desks
against my classmates, paras
and teachers.
Academic Objective:
Students will be able to
demonstrate division and
addition of fractions using
both manipulatives and
description,
Lesson Agenda:
Starter: Math vocabulary

Academic Objective:
Students will be able
to identify
equivalent fractions
and demonstrate
division of the whole
into the sum of its
parts.

Academic Objective:
Students will be
able to create and
solve real-life math
problems using
written expression
and numeric
equations with
variables.

Academic Objective:
Students will be
able to identify
equivalent fractions
and demonstrate
addition of the sum
of its parts into a
whole number.

Lesson Agenda:
Starter: timing of
math vocabulary
with students in
pairs.
Review main
ideas/key points
from last lesson: we
review math
vocabulary with two
examples for each
definition. The math
vocabulary terms
include fractions,
numerator,
denominator,
divisor, equal
shares, equal
sharing, equivalent,
whole, half of,
fourths, quarters,
thirds, and fifths.
Modeling: I doI use
concrete
manipulatives to
demonstrate how
whole numbers are
divided into equal
parts.
Guided practice: We
dowhole class -

Lesson Agenda:
Lesson Agenda:
Starter: timing of
Starter: timing of
math vocabulary
math vocabulary
with students in
with students in
pairs.
pairs.
Review main
Review main
ideas/key points
ideas/key points
from last lesson:
from last lesson:
students present the
this review has two
word problems that
parts; first, we use
they created in pairs
concrete
during our last class.
manipulatives to
Modeling: I doI
divide whole
use concrete
numbers into
manipulatives to
equivalent parts.
demonstrate how
Second, we use
the addition of equal
numeric equations
parts equates to a
to demonstrate the
whole number.
same answers.
(three problems)
Modeling: I doI
Guided practice: We
begin with an
dothe whole class
answer to create a
uses Wikki Stix to
word problem that
work problems
equates to the same demonstrating the
answer. (I
addition of equal
demonstrate three
parts equates to a
problems)
whole number. We
Guided practice: I
practice these
ask the students to
problems using both
come up to the
manipulatives and

review on the fifth day of


instruction is completed 1:1
with an instructor to
identify/chart the past two
weeks of progress.
Review main ideas/key points
from last lesson. The
modeling, guided practice,
and independent practice
during todays lesson are a
cumulative review of the last
two weeks. New material is
Lesson Agenda:
not presented on the day of a
Starter: timing of
three part assessment.
math vocabulary
Modeling: I doI
with students in
demonstrate two examples
pairs.
of both division and addition
Review main
of fractions with equal parts.
ideas/key points
Guided practice: We dowe
from last lesson:
work together to identify
Students are asked
equivalent fractions using
to work in pairs
addition and division. We
using the problem
write word problems that
they solved with
demonstrate our answers.
manipulatives in the Independent practice: You
last class to create
dostudents complete the
a word problem that worksheet portion of their
equates to the
assessment independently.
same answer.
Review main ideas/key points
Modeling: I doI
from todays lesson:
begin with an
Students are given OTR to
answer to create a
questions about todays
word problem that
lesson and receive
equates to the
immediate
same answer.
feedback/appropriate error
Guided practice: We correction procedures for
dostudents work
their responses.
on the board to turn
answers into word
Evaluation:
problems, this is a
Daily Checks for
Academic
Objective:
Students will be
able to create and
solve real-life math
problems using
written expression
and numeric
equations with
variables.

students/instructor
are using concrete
manipulatives to
demonstrate how
whole numbers are
divided into equal
parts.
Independent
practice: You do
Students work in
pairs using
manipulatives to
divide whole
numbers into equal
parts.
Review main
ideas/key points
from todays lesson:
Each pair of
students is asked to
present their
problem to the
class, they explain
their answer and
identify the steps
they took to solve
their problem.
Students are given
OTR to questions
about todays lesson
and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.
Evaluation:
Daily Checks for
understanding

board, one at a
time, and provide
an answer. We turn
each answer into a
word problem.
Independent
practice: You do
Students are asked
to work in pairs
using the problems
they solved with
manipulatives in the
last class to create a
word problem that
equates to the same
answer.
Review main
ideas/key points
from todays lesson:
Students are given
OTR to questions
about todays
lesson and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.

numeric equations.
Independent
practice: You do
Students work in
pairs using
manipulatives to
add equal parts of a
fraction into the
sum of its parts that
equates to a whole
number. Their
answer is presented
both as a concrete
representation using
manipulatives, and
as a numeric
equation (abstract).
Review main
ideas/key points
from todays lesson:
Students are given
OTR to questions
about todays lesson
and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.

whole class activity.


One student is at
the board at a time
but we are working
together.
Independent
practice: You do
Students are asked
to work in pairs
using the problems
they solved with
manipulatives in the
last class to create
a word problem that
equates to the
same answer.
Review main
ideas/key points
from todays lesson:
Students are given
OTR to questions
about todays
lesson and receive
immediate
feedback/appropriat
e error correction
procedures for their
responses.

Evaluation:
Daily Checks for
understanding
include OTR during
and after todays
lesson, and during
review at the start
of tomorrows
lesson.
Throughout the
instructional period I

Evaluation:
Evaluation:
Daily Checks for
Daily Checks for
understanding
understanding
include OTR during
include OTR during
and after todays
and after todays
lesson, and during
lesson, and during
review at the start
review at the start
of tomorrows
of tomorrows lesson. lesson.
Throughout the
Throughout the
instructional period I instructional period

understanding include OTR


during and after todays
lesson, and during review at
the start of tomorrows
lesson.
Throughout the instructional
period I ask students to
explain their answers,
identify the steps they took
to solve the problems, state
if they agree with the
answers of other students,
and provide an explanation
for why they agree or
disagree. During all
instructional periods my
students are receiving
ongoing formative
assessments that require
multiple types of responses
to demonstrate learning,
including writing equations in
numerical form, writing word
problems, and solving
problems using
manipulatives/tally
marks/pictographs.
Skills to be assessed:
addition and division of
equivalent fractions. Written
expression of numeric
equations. Math vocabulary.
Progress Monitoring
Specific skills/areas to be
assessed: math vocabulary;
addition of fractions using
manipulatives/pictographs/w
ord problems; division of
fractions using

include OTR during


and after todays
lesson, and during
review at the start
of tomorrows lesson.
Throughout the
instructional period I
ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed: division of
whole numbers into

ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed: written
expression of math
equations using
math vocabulary.

ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed:
Addition of fractions
into a whole number
that equates to the
sum of its parts.
Written expression
of equations using
math vocabulary.

I ask students to
explain their
answers, identify
the steps they took
to solve the
problems, state if
they agree with the
answers of other
students, and
provide an
explanation for why
they agree or
disagree. During all
instructional periods
my students are
receiving ongoing
formative
assessments that
require multiple
types of responses
to demonstrate
learning, including
writing equations in
numerical form,
writing word
problems, and
solving problems
using
manipulatives/tally
marks/pictographs.
Skills to be
assessed:
Written expression
of numeric
equations. Math
vocabulary.

manipulatives/pictographs/w
ord problems. Written
expression of math
equations.
Frequency of assessment: An
instructor assesses daily
timings of math vocabulary
every two weeks. On the fifth
day of math instruction
students are given a threepart assessment. The first
part of the assessment asks
students to demonstrate
their ability to solve fractions
using manipulatives in a
whole class activity. The
second part of the
assessment requires
students work problems on
their whiteboards using tally
marks/pictographs to
represent the problems on
the board. The third part of
the assessment is comprised
of three problems on a
worksheet, and two bonus
problems.

equal parts.

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