Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Ravyn DeWitt

Date 10/2/18 Subject/ Topic/ Theme Math (Place Value) Grade: 5th_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because the chapter 3 class unit plan is based off of adding and subtracting decimals
(this is the final goal of the students in this chapter). In order to have the skills to be able to do this correctly, the students need to
understand the functions of place value of numbers. Learning place value gives them the foundation to understand decimals, values
of digits, and quantity.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Recall basic place value digits (tens, hundreds, thousands) without decimals. X (R,
U)
 Write the values of the underlined digits of numbers with decimals. X (An,
Ap)
 Write the number of a decimal in 2 other forms besides numerical. X (E,
Ap)

Demonstrate which digits are in the tenths, hundredths, thousandths (etc.) place X (An)

Apply place value to real world situations (e.g. create a word problem that they must solve X X X (C)
involving place value that relates to their lives).
 Work in groups to collaborate with each other and demonstrate how to solve the problems. X
 Quote from a text and pull out key information on what the text is saying when reading X (An,
mathematical word problems (ELA cross subject). Ap)
Common Core standards (or GLCEs if not available in Common Core) addressed:
 N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to
the place to its right, e.g., one is 10 tenths, one tenth is 10 hundredths. [Extended]
 5. NBT.3 Read, write, and compare decimals to thousandths.
 5. NBT.4 Use place value understanding to round decimals to any place.
 CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text (ELA cross subject).
(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

 Students need to understand basic place value (tens, hundreds).
 Students need to understand multi-digit whole numbers.
 Students need to be able to add and subtract decimals
 Students need to be able to relate fractions and decimals
 Students need to understand/recall mathematical vocabulary relating to the unit (place value,
round, sequence, term, benchmark)
Identify prerequisite  Students need to be able to understand the thousandths place value (will be taught in chapter 3.1).
knowledge and  Students need to be able to divide a hundredths square into equal parts ad estimate how many
skills. parts the model will have.
 Students need to be able to explain what each shaded part of the model shows (tenths, hundredths,
thousandths).
 Students need to write the decimal shown on a shaded model.
 Students need to be able to use place value patterns to complete a table.
 Students need to be able to read/understand word problems.
 Students need to be able to comprehend math graphs and how to use them in order to solve the
problem.

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 Pre-assessment (for learning):
 Students will have already taken their pre-assessment prior to October 19.
 Students will be pre-assessed on their place value knowledge by completing pages 149-150 in
their Go Math workbooks (this is compiled of adding and subtracting decimals, relating fractions
and decimals, understanding vocabulary).
Formative (for learning):
 The pre-assessment acts as an accurate example of formative assessment to show the students
basic understandings of what they know/don’t know before the lesson has even begun.
 Students will complete the Reteach 3.1 page in their Go Math books as homework so the teacher
can see how concrete their knowledge of the lesson is, and how well it stuck with them.
 Students will demonstrate the various place values, and work through the problems using their
place value charts in front of them.
Outline assessment  Students can collaborate in groups after the lesson has been taught to work on homework together,
activities ask each other questions, and create a deeper understanding.
(applicable to this Formative (as learning):
lesson)  Students will participate in whole group/table collaboration.
 Students will raise their hand to explain to the teacher what the next step should be/what the
teacher should do next (if students have retained a firm grasp of the material).
 Students will explain the various place values to the teacher and their peers.
 Students may compare/contrast homework answers with a partner/group.
Summative (of learning):
 Students will have completed pages 157-158 in class with the teacher.
 Students will have completed pages 159-160 as homework for the next day.
 Students will have their homework checked for completion (by the students as part of their class
jobs) and accuracy (checked by the teacher).
 Students will have shown their work.
 Students will ask questions on the parts of the lesson they are confused about.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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 What barriers Provide options for self-regulation-
might this lesson expectations, personal skills and
present? strategies, self-assessment & reflection
- Before the lesson, the teacher
will go over the I Can
statements and expectations
What will it take – with students on the wall to
neurodevelopmental ensure they behave and know
ly, experientially, what is required of them.
emotionally, etc., for - When working on homework,
your students to do the teacher will walk around to
this lesson? assist students with questions
or students who do not
understand the assignment.
- Students with behavioral
issues will keep their on task
monitoring sheets in front of
them to remind them of what
they should be doing during
the lesson. If they have not
been participating/performing
what has been asked of them,
the teacher will circle NO on
their sheets and they will not
be rewarded for their
misbehavior.
Provide options for sustaining effort and
persistence- optimize challenge,
collaboration, mastery-oriented
feedback
- Students will collaborate with
the teacher as the lesson is
being taught, and may work
with peers on their homework
to strengthen their
comprehension.
- The students who have a firm
foundation of the material and
need an extra challenge may
move on to Enrich 3.2.
- The teacher may also provide
practice problems the students
may solve that include higher
place values.
- Students with a higher mastery
level of the material may work
with students who are not
understanding the content, and
try to assist them with their
homework.
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Provide options for comprehension-
activate, apply & highlight
- Students can review
previous content from
their pre-assessment and
Chapter 3.1 if they need a
stronger foundation
before moving onto
Chapter 3.2.
- Students can use their
place value charts to
recall and activate their
previous knowledge on
place value (e.g. “Where
is the ones spot? How is
the tens spot different
than the tenths spot?”).
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
- Students will have gone
over the pre-assessment
to learn about place value
vocabulary.
- Students will review
place value vocabulary
with the teacher during
the lesson.
- Students will be provided
with a visual place value
chart they can interact
with to provide them with
a more personalized
engagement style. The
chart will clarify what
digit goes in which place
value spot.
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- The teacher may monitor
progress by checking
students work as she is
walking around the room.
- The teacher may also
check students
understanding by looking
at their homework
assignment.
- The teacher may look at
who was following along
and who was not by
checking to see if the
students filled in pages
157-158 that were
completed with the entire
class. If the pages have
not been completed, the
teacher may have to
check in individually
with a student to ask why
it was not finished.
- The teacher may ask
questions when teaching
the lesson, to check and
see if the students can
currently answer and
provide an explanation
behind their reasoning.
Provide options for expression and
communication- increase medium
of expression
- Students may use their
place value charts or use
whiteboards if they prefer
to write the problem out
and visually see it in a
different medium other
than their workbooks.
- Students may use their
whiteboards to underline
important digits and be
able to explain what digit
goes where.
- Students may work on
their homework
anywhere in the room if
they need a better place
to learn
- Students may raise their
hands and ask questions
during the lesson. They
may also communicate
with their tables and
partners.
 Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
- Students with behavioral
problems will be spread out
throughout the room so they
may not threaten/distract other
students.
- Students will be at their
assigned seats in class during
the lesson (they may move
after when working on
homework).
- Students need to raise their
hands if they wish to share in
class to deter from interrupting
when the teacher is speaking.
Provide options for perception-
making information perceptible
- Students may use
different mediums
(whiteboard, working on
scrap pieces of paper if
there is not enough room
in their Go Math books).
- Students may review
their place value charts.
- Students may move
closer to the front of the
class during the lesson if
they can’t see the board.
- Students may look back
at previously reviewed
materials.
Provide options for physical action-
increase options for interaction
- Students may collaborate
in groups/partners.
- Students may ask
questions to each other
and the teacher.
- Students may move
around the room when
working on homework.
- During one part of the
lesson, specific students
will be able to
kinesthetically participate
with the teacher in front
of the whole group (not
all students will
participate in order to
deter behavioral
problems/maintain class
order so we can continue
with the lesson).

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?
 Go Math books
 Pencil/Writing Utensil
 Individual place value charts (printed by the teacher)
 Brooklyn Battery Tunnel pictures and examples
 Overhead board
 Computer (for teacher use)
Resources:
 Go Math!: Florida. (2011). Orlando, Fla: Houghton Mifflin Harcourt Publishers.
 Place Value Chart (2017). In Teachers Pay Teachers. Retrieved October 30, 2018, from
https://www.teacherspayteachers.com/Browse/Search:place%20value%20chart%20decimals
%20fractions
 Each student will be sitting at their assigned table groups at their desks when the lesson is taking
place. After the lesson, when they are working on the homework, they may move around the room
and find a better spot that suits their learning best. They will be set up in their table groups to
encourage collaboration and sharing between peers, as well as to avoid behavioral problems
during the lesson.

III. The Plan

Describe teacher activities AND student activities
Tim Components for each component of the lesson. Include important higher order thinking questions and/or prompts.

 Teacher will pass out place value charts and
Motivation write a number on the board, asking students
(opening/ to raise their hands and underline individual
introduction/ place values they have previously learned to
engagement) see their level of understanding (e.g. “Can we
find the ones place? Who can underline the
tens place in this number?”)
 If time, the teacher will review problems #2
and #3 with the students from the pre-
assessment (page 156 in their Go Math books)
that they have previously learned in Chapter
3.1 to see what they know, and if they can
explain how they know.
 Students will participate by going up to
the board and demonstrating which place
value is which. They will use their place
value charts to figure out what digit goes
where.
 Students will go over their pre-assessment
with the teacher as a whole class. They
will raise their hands and provide their
answers so the teacher can check for who
got it right, and who needs extra help.

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 Developmen  The teacher will tell students to open to pages
t 157-158 in their Go Math books.
(the largest  The teacher will do the entire 2 pages with the
component students.
or main body  The teacher will start with the “Unlock the
of the lesson) Problem” question at the top of the page. In
order to apply real-world understanding, the
teacher will provide pictures of the Brooklyn
Battery Tunnel, and how long it is in contrast
to the rest of New York so students can have a
visual image of what the question is asking. (I
want them to be able to visually see how long
the tunnel is so they can think of the number
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 Students will keep their place value charts
out and open their books to prepare for the
lesson.
 Students will learn application-based
learning skills, and how to apply word
problems to their lives. Students will
answer questions about the length of the
tunnel when shown the pictures (e.g.
“Does the tunnel seem long to you? Do
you think 1.725 is a big number or small
number if this is the entire length?”).
Students will quote and draw inferences
from the text (e.g. If the bridge is 1.725
 and be able to connect that number with a
real-world physical structure). Teacher will
have students quote from the Brooklyn
Battery text about what it is explaining and/or
telling them as readers (e.g. How long is the
bridge? What does the bridge do? What types
of vehicles go on the bridge?).
 After providing an explanation of the tunnel,
the teacher will read through the place values,
and explain where they go on the chart,
reminding students that the decimal represents
the word “and”.
 The teacher will explain that there are 3
forms, individual, word, and standard. The
teacher will work through the various forms
with the students, and point out the individual
place values within the “Unlock the Problem”.
The teacher will ask for questions at the end
of this section.
 The teacher will move on to the “Try This”
section with the class. The teacher will ask
students to look at their place value chart as a
visual, while the teacher explains what values
the individual numbers have (e.g. The 2 is in
the ones spot, the decimal represents the
“and”, the 3 is in the tenths spot, the 5 is in
the hundredths spot”).
 The teacher will demonstrate how to write
these out in word and expanded forms.
(Important: The teacher will explain that they
are both representing the same value, just in
different ways). The teacher will consistently
ask students questions as the lesson is going
along to check for understanding, and to see if
students can accurately answer questions
corresponding with the problem.
 Next, the teacher will move on to step 1 in the
“Example” problem of the place value chart.
The teacher will show students how to write
the numbers using the place value chart as a
guide, and ask students questions along the
way (e.g. “What place value is the 3 in?
Where would this go in the chart? Which
number is larger, 3 tenths or 3 hundredths?”).
 The teacher will move on to step 2 in the
“Example” problem. The teacher will
demonstrate how to count place value
positions in order to tell how many
fewer/greater place-value positions are
between specific digits. (Reminder for
students: The digits begin after the decimal
Do not count digits in front of the decimal,
AKA digits in the ones place). The teacher
will go over 10x10, or have students find the
answer in their multiplication charts in their
Go Math books depending on time.
 The teacher will go over the word problem at
the bottom of the step 2 “Example” with the
students, making sure to ask the students
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miles long, can we infer this bridge is long
or short? What do we think the bridge is
used for? People or vehicles?). Students
will explain what the text is saying about
the bridge.
 Students will follow along in their
workbooks with the teacher. They will
review place values, demonstrate them on
their charts, and recall previously learned
information.
 Students will learn the 3 forms of
decimals, and the various ways in which
they can be represented. They will use
their charts to visually recall where the
digits go in relation to the decimal.
Students may ask questions.
 Students will follow along with the
teacher on the “Try This” section. They
will work again with their place value
charts when understanding the values of
the numbers within the decimal as a
whole.
 The students will write with the teacher
the word and expanded forms of the
standard form given to them in the
problem. They may ask questions about
the different forms, and why they are
represented in various ways.
 Students will write the place values in the
chart on the page. They can use their
charts to show the individual digits in the
decimal. Students will learn the difference
between which decimals are larger and
which are smaller.
 Students will demonstrate place value by
counting the place value positions
between numbers. They must start AFTER
the decimal. They will decipher how
many fewer/greater positions are between
specific digits. Students may use their
multiplication charts for step 2. Students
may ask questions about which digits are
greater/smaller in relation to the whole
decimal.
 Students will read through the word
problem with the teacher and fill in the
missing blanks.
  The teacher will finish the lesson by going
over the “Try This” section of the page. The
teacher will have students use place value
patterns to rename a decimal. The teacher will
use the base (0.3), show students how to
change the values based on the highlighted
blue numbers, and how adding a 0 each time
changes the value.
 Students will learn how to complete
patterns within decimal charts. They will
follow along with the teacher in counting
how many digits away the base is from
the decimal. Students may ask questions.

Closure
(conclusion,  To wrap up the lesson, the teacher will ask for  Students can review specific questions
culmination, any questions about what the students have with the teacher either as a whole group,
wrap-up) just learned regarding place value. or 1 on 1.
 The teacher may go over the previous  Students will work in their Go Math
problems the students have just reviewed if books on pages 159-160 as homework.
they are still confused. Students can choose who they want to
 The teacher will have students complete pages work with, as long as they are not being
159-160 as homework, and have them start distracting and are on task. They may
the pages in class if there is time. They may move to a different spot in the room.
work individually, in partners, or in groups.
Students may move around the room and find  This is the time when students may ask
a spot to work that suits their learning best. each other for help or the teacher. They
 During homework, the teacher will go around, can ask any remaining questions they
check students work, and answer questions have in order to help them complete the
the students have (I think this is important in homework on their own.
the closure section, because many students
feel more comfortable asking me questions on
an individual level, rather than in front of the
class. I want to be able to clarify any last
questions they have before they have to work
on the pages on their own as homework).
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.) ON NEXT PAGE, SCROLL DOWN

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Overall, I think the lesson went well. There were definitely positives and negatives throughout my teaching. I think the organization of
the lesson was strong. I started off with my motivational piece, moved through the development, and ended with the conclusion in a
fluid order. My transitions were solid and the students stayed on task in between the changes. I think the manipulative of the place
value chart allowed students to see where the individual place values belonged within the decimal. They did write all over it, so I may
bring extras for the lesson tomorrow so they don’t become confused with the current versus the previous material. Also, I was
surprised by the behavior of the students during the lesson. They were very respectful and quiet during my teaching, which allowed
me to finish the lesson with time to spare (which I was not expecting because we had a shortened math class today due to the gym
special). I felt like my knowledge of the content was strong, because when the students asked me individual questions, I was able to
answer them and give them explicit answers and reasoning behind the problems. The Brooklyn Battery Tunnel cross subject piece was
a good addition to the lesson. I pulled up google maps and showed the students where it was located. We talked about it and they were
really interested in its purpose. I think many times word problems can be boring because the students don’t understand the things they
are reading about, but giving them a visual and discussing it as a whole class helped their comprehension skills and peaked their
interest. I also gave real-world examples which I think helped them be able to see the size of the decimals in their heads. For example,
at one point of the lesson I was trying to explain how the ones place is bigger than the hundredths place. I told the students to visualize
a cookie broken into a hundred pieces versus one whole cookie. I asked them which one they would rather have and why. The students
told me that if they only had 1/100 of a cookie it would barely even be a crumb, so they wanted the one whole cookie instead. After
this moment, I heard some students say “ohhh I get it now”, and that’s the part I most appreciated today. I enjoy it when I can see the
gears turning in my students’ heads and I can see the answer finally “click” for them. I really believe my examples provided them with
the proper perspective they needed to understand the different sizes related to place value.

I think there were several weaknesses to my lesson. The first mistake was writing in my place value chart with pen during instruction,
because I couldn’t erase the numbers and re-write the decimals after each problem, so I think the students struggled to see where each
individual place value went in the chart. I would never use pen again after this lesson! It started to get messy and my work was all
over the place! I also think using the Go Math book was not the best idea to start the lesson. I thought it would be best to start my
lesson traditionally, with something the students were used to doing everyday in math class, but it was not an interesting way of
teaching, which left some students looking disengaged. I think Go Math does a good job of representing the material and laying it out
properly, but it produces confusion among the students because the instructions are long and drawn out, and it doesn’t explain why the
students are doing what they are doing. Today, the students were supposed to start understating standard, word, and expanded forms,
but I don’t think they understood what the book was asking them to do. I wish I would have slowed down, explained each individual
form, and went on from there instead of rushing through the content because I was scared we wouldn’t get through both pages in time.
I would rather have my students understand the material and not complete everything, than rush and only have them understand a
small portion. In the end of the lesson, I think the majority of my students understood the word form, but they were still stuck on
expanded form (which I expected). I gave them 3 homework problems to solve so I will be able to check their progress and
understanding of the content tomorrow.

In my opinion, I’m glad I took 2 days on this lesson. Tomorrow, I will have more manipulatives and I will ensure I go through the
lesson slower, explaining each of the three forms and their uses. I think this will give the students more time to digest the material we
went over today. I feel like today’s lesson was a good introduction, but I wanted my students to take away more than they did. I don’t
know if it was my teaching, the use of the book, the struggle with the place value charts, or something else, but the classroom was a
little off today. I hope tomorrow goes better, and I can use what I’ve learned today to apply to my lesson tomorrow so my students can
hopefully have a better grasp of word, standard, and expanded form.

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