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JenniferDiemert

TE406ProjectII
Spring2016
REVISED LESSON PLAN TEMPLATE
Your Name: ___Jennifer Diemert
________________________________________________________________
Date: __March 2016______________________Total Lesson Duration: __________50
minutes________
Topic: __Adding and Subtracting Decimals______________________________ Grade:
________Sixth____
Goal(s) (What is the most important thing related to the math topic as
envisioned in your lesson plan that your students will learn in this
lesson?)
At the end of this lesson my students will understand how to add and
subtract decimals in real world scenarios as well as the multiple
methods to do so.
CCSS.MATH.CONTENT.6.NS.B.3:Fluentlyadd,subtract,multidigitdecimals.
Materials & Resources Needed
The materials needed for this lesson are, flyers of local grocery stores.
Predetermined budget on note cards (2 of each denomination), a
brown bag to grab the budgets at random. Lists of food items needed
for the party being thrown. Paper for the students to record their
budget, and pencils. Note cards with coupons or scenarios for each
group. The resources in the classroom that is needed for the lesson is,
a projector and computer to show expectations and instructions. As
well as the document camera for students to come a display their
solutions during concluding discussion.
Sequencing Group Work (List how your students will be working
throughout the different parts of your lesson, for instance: Whole
Group Pairs Whole Group. Explain how this sequence supports
any of the 5 practices to orchestrate math discussions.)
Whole group Pairs Whole Group
The lesson will begin in a whole group instruction this is the time when
I will go over expectations, brief instructions, as well as the time the
students will be assigned a budget. Then students with matching
budgets will break off into pairs, where they will go through the math
task together using up their entire budget. We will then come back
together as a whole group to debrief and discuss the different methods

JenniferDiemert
TE406ProjectII
Spring2016
students used to add and subtract decimals to complete their list. This
sequence supports the 5 practices to orchestrate math discussion.
First, working in pairs for the explore task will present multiple
solutions opposed to the students working as a whole group, which will
prompt me to use the first practice of anticipating. Also the monitoring
will be done through the pairs in exploration as well, this will be done
by me walking through the room listening and examining their
progress. The whole group at the end of the lesson will support the
establishing connections practice, during this time in the lesson will
prompt me to use the selecting practice. Although the selecting
process will be done very carefully and will require some student
participation. I believe that for this specific math discussion the
practice of sequencing will be difficult because I am hoping that
students voluntarily express new ideas opposed to structuring when
and how the students express their solutions.
Academic, Social and Linguistic Support (Provide 3 specific ways
in which you will use academic, social, and linguistic resources to
support the learning of your students. Locate these ways across the
three parts of your lesson (Launch, Explore, Discuss). These supports
should reflect ideas from our course readings)
During the launch of the lesson I will use a linguistic support to assist
student learning when explaining the activity more specifically the
budget/ credit cards the students will receive. My school is located in
an urban area and large portions of my students are of low
socioeconomic status. Because of this my students may not be familiar
with credit cards and or budgets on a card, this will prompt me to
carefully select the vocabulary I use and explain it in a way my
students will understand and be familiar with. I will use social
resources of the local store flyers to support student learning because
this will allow students to relate to the content as well as make more
meaningful connections, this will be done during the exploring part of
the lesson. An academic resource that I will use in the discussion
portion of my lesson will be the document camera. This resource will
help all of my students to be able to see first hand their peers thinking
as well as become exposed to the work and thoughts behind multiple
ways of adding and subtracting decimals.

JenniferDiemert
TE406ProjectII
Spring2016

LAUNCH (__10___ minutes)


Assume I am your teacher substitute for this lesson. You want to
ensure that I understand what you want me to do in all three parts of
your lesson. So, for the Launch, describe what you will do and say in
order to (a) help students understand the purpose of this lesson and
(b) get them interested in the lesson. What are you going to show
them? Ask them? Tell them? How are you going to raise their curiosity?
What expectations are you going to communicate to them? How are
you going to activate their in-school and out-of-school experiences
related to this topic? Feel free to organize all these things that you will
do and say in some order (e.g., list, diagram, visual), so I as your
substitute can follow your plan easily.
Begin the lesson by clearly stating the expectations; this should be
done verbally as well as visually. Show the expectations on the
power point the and read them off the expectations are
1. You will be paired with another student randomly; please do not
complain about partners. You will not be able to changes partners
once they are selected.
2. Use a voice level one.
3. Work only with your partner I am interested in the multiple ways
this task can be done so because you are doing something different
than another pair does not mean it is wrong!
o After the expectations are clear ask to make sure there are no
questions within the expectations.
Next, state what the students will be learning in the lesson. Say
The purpose of this lesson is continue working with adding and
subtracting decimals, as well as see the ways you will use it in real
life.
To get them interested in the lesson and allow them to make
connections ask,
o Who has ever gone shopping?
o When, with who, to get what?
o What kinds of things do you use to buy the items you
wanted?
Today we are all going to pretend to go shopping for
food for the class to share for a party. To do this we are
going to use a special gift card that can be used
anywhere. Each gift card is worth a different amount;
you will only be able to use the budget given to you on

JenniferDiemert
TE406ProjectII
Spring2016

your gift card. You are all going to pull a gift card; there
are two cards for each budget. You will find your
classmate with the same budget and sit together.
Put all of the budget cards in the brown paper bag and allow each
student to come up and grab a card. Then encourage the students
to find their partners and their seats quickly.
When all of the students are seated and quiet, explain the lists.
o Everyone will have a different list of items to complete but
everyone must stay within their given budget to get
everything on the list if possible
o Pass out a list for every pair.
To find out how much all of the things on your list cost you will use
catalogues from the local stores, you will keep track of how much
and what you are spending on this sheet (hold up record sheet).
o Give each pair a record sheet and a stack of catalogs (one
from each local store).
Ask if there are any questions. The goal is to have the students use
multiple ways to use their budget, do not answer any questions that
would send them in the direction of a method to solve the task.
o Also mention to the students to expect the unexpected(You
will be passing out random coupons and scenarios to affect
their budget).

EXPLORE (__25____ minutes)

JenniferDiemert
TE406ProjectII
Spring2016
Students will be working in pairs on the following high-level task, a
store simulation to find multiple methods of adding and subtracting.
Students will be given a certain budget to complete a list of goods they
need to purchase by keeping track of what they are buying and the
money they are spending.
Probingquestionsforthistaskmightbe:
1.Whatdoesthedecimalmean/whatdoesitrepresent?
2.How/whyisaddingwithdecimalsdifferentthanadditionofwholenumbers?
3.Whenyousubtractdecimalswhatdoyoudowiththedecimal?
4.Whenyouadddecimalswhatdoyoudowiththedecimal?
Solution1

Followupquestionsthatprobestudents
understandingofthissolution.

Followupquestionsthatextendoradvance
studentthinkingaboutthissolution.
Whatifthiswas26centscouldyou
Whatdoestheelevennexttothe
continuewiththeproblemlikeyou
twomean?
havehere?
Howdidyouknowwhatnumberto
Ifthegrapes(saythegrapeswhere.
putontopandwhatnumbertoput
79centsoff)were.90centsoffif
onthebottom?
youboughtthreepackageshow
muchmoneywouldyousave
Whatdoesthetwofourfive
buyingthreepackagesofgrapes?
represent?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
Theremightbeapotentialmisconceptionwhenitcomestoborrowingwhensubtracting

JenniferDiemert
TE406ProjectII
Spring2016

DISCUSS (__15__ minutes)

Begin the discuss part of the lesson with the anticipated strategy
number three. This is the strategy when students put the
decimal in front of the number of decimals it is in the two
additives (similar to the strategy to multiply decimals). This will
bring up a good conversation about the logic behind the
strategy, for example if there were grapes for $3.26 and added
the cost of the banana for $0.79, would you have to pay $.0405,
it simply is not logical. I am anticipating this to bring up a good
conversation because often the students put the numbers into an
algorithm without thinking what the numbers mean or what is
being asked. This will then lead to the second solution strategy in
the sequence; this is the correct way to add decimals meaning
this is one of many strategies the students would use to get the
answer. This will also add to the conversation about logic and
asking if you had to buy both items does the total make sense.
And the last solution strategy brings up another whole method of
preforming the task. This would be, opposed to adding up the
costs of items to get to the total, the students would start with
their budget and subtract the cost of the items. This is then also
the time when we would discuss the multiple strategies within
subtracting using decimals.

The order of how I would want the solutions presented is stated


above, the third one first, then the second solution then the first
one. This would contribute to developing the students learning
because it will show clear distinctions between the multiple ways
to go through the task, as well as the multiple strategies within
each of the methods of preforming the task as a whole.

I would prefer to be more of an equal with the students and have


more of a conversation about the task rather than me standing in
front of the class I will sit at an open desk with the students. Also
when a student shares their strategy I will have them write it on
the board to show their thinking or use the document camera. I
am anticipating the students to be engaged and participating in
the conversation, bringing their multiple perspectives.
o I think because the students will have the option to speak
out in front of the class and draw or show their strategies,

JenniferDiemert
TE406ProjectII
Spring2016

they will engaged because they often like the chance to


show what they came up with. Also I will use proximity as a
strategy of classroom management. There is often at least
one desk open at each table if I notice a student is off task
or not paying attention I will discretely move to a desk at
that table.
From the observations during the explore section of the lesson, I
will have a good idea as to what strategies each pair used. Begin
discussion by encouraging someone with the solution strategy
similar to what was mentioned above. Have them present their
findings through document camera/ drawings as well as speaking
and explaining their thinking. Asking the questions above, (Why
didyouchoosetoputthedecimalinfrontoftheproduct?Whenthinkingabout
thecontextoftheproblem(forexample:youwanttobuygrapesfor$3.26anda
bananafor$0.79howmuchmoneywillyouspendonfruit?)Whatdoesthe.0405
represent?Isthatrealistic?).Oncethepairhashadachancetoexplaintheir
thinking,theymayhaveidentifiedsomemisconceptions,iftheyhavenotaskthe
wholeclass,similarquestion(whocanexplaintometheprocessthatthispair
used?Doesitmakesensetoyou?Howisyourstrategydifferent).Thiswillthen
leadtothenextsolutionstrategies,foreachstrategyaskthefollowupquestions
thatprobestudentsunderstandingofthissolution.
o Wheneverypossiblestrategyorpairwhowouldliketosharehasbeen
giventhechancetoexplaintheirthinking,askthewholegroup
Whatarethesimilaritiesbetweeneachstrategy?
Whatarethedifferencesbetweeneachstrategy?Isitokthatthere
aredifferenceswhyorwhynot?
o Nextpassoutahalfsheetofpapertoallofthestudentsandaskthemto
answerthefollowingquestion?
Ifyouweretoteachafifthgraderaboutthebestwaytoaddand
subtractdecimalswhatstrategywouldyouexplaintothem?Will
anyoneelsehaveadifferentopinionorwaytoteachthisconcept?
Isthatok?
ThiswillbeaspecificwayIwillinvitethestudentsreflectabout
whattheyhavelearnedbecauseitwillshowifmystudentsare
understandingthattherearemultiplestrategiesaswellashowto
applycertainstrategiesthatworkwellforthem.Itwillalso
ultimatelyshowmeifmystudentsunderstandtheconceptof
addingandsubtractingdecimals.

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