Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Ravyn DeWitt

Date: October 23, 2018 Subject/ Topic/ Theme: Place Value (Comparing and Ordering Decimals)
Grade 5th ____________
I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the unit plan because it shows students the values of the decimals and how to compare them. The students will learn which decimals are larger
and which are smaller. This will help them when they need to add and subtract decimals at the end of the unit plan. They will understand which values are greater, and
what decimal is able to be subtracted from which by comparing and ordering decimals in this lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Compare the digits in each decimal place value to decipher which digit is greater or smaller. X (An)
 Utilize the greater than, less than, and equal to signs. X (An,
Ap)
 Work with their table groups and discuss which digit is larger or smaller. X (E) X
 Make group executive decisions and share their answers with the class. X (E, R) X
 Understand place value charts. X (R)
 Underline and circle specific place value digits. X (An) X
 Understand geographical perspectives when evaluating how the distance between mountain ranges affects their X (R, An)
elevations (Social Studies cross subject).
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.
 K1.2 Understand historical, geographical, political, and economic perspectives (students will only be evaluating geographical perspectives in this lesson,
Social Studies 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

Identify prerequisite
knowledge and skills.
Students should know basic place values of digits (without the use of decimals) when asked. This includes
the ones, tens, and hundreds spots. They should know the place value spots they learned in the previous
lesson (tenths, hundredths, thousandths), but it is not critical to the lesson if they can’t remember them all.
Pre-assessment (for learning):
 Students will be asked to evaluate their understanding of greater than, less than, and equal to by
collaborating with their table groups and holding up the correct popsicle stick sign when asked.
 Students will raise their hands to come up to the board and use their greater than, less than, and equal to
popsicle sticks to compare numbers (without decimals).

Formative (for learning):

 Students participation in raising their hands and sharing/comparing answers on which digit is greater than,
less than, or equal to when given 2 numbers.
 Students knowledge on when to use specific mathematical symbols (<, >, =).
 Students ability to decipher word problems and line up the decimal points in order.
Outline assessment  Students ability to circle and underline the correct place values in their Go Math books.
activities Formative (as learning):
(applicable to this  Students effort in filling out the required pages as we move through the lesson in their Go Math books.
lesson)  Students ability to work in groups and make an executive decision on what symbol to display.
 Students participation in explaining their answers as to why one number is larger than another.
 Students can individually write out the order of the specified numbers in order using the correct symbols.

Summative (of learning):

 Students will have completed pages 163-164 with the teacher.
 Students will complete pages 165-166 as homework.
 Students will show their work.
 Students will willingly participate in the lesson.
 Students ability to ask questions on concepts they do not understand.

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 Provide Multiple Means of
Engagement
Provide options for self- Provide options for comprehension-
regulation- expectations, personal
skills and strategies, self-
assessment & reflection
 Teacher will have
students reflect on the
“I can” math statement
if they become off task
and go over
expectations with
students before
beginning the lesson.
 Teacher will have
students self-assess
themselves by giving
her thumbs up or down
to show their level of
understanding with the
material.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
 If students understand
the content, the teacher
can provide problems
with higher place value
digits for the students to
complete.
 If students are
struggling with mastery,
the teacher will provide
feedback so the students
can understand what
they are doing
wrong/right, and how
they can re-evaluate
their work.
 Students may work with
partners/groups if they
want more
collaboration and
interaction.
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Provide Multiple Means of
Representation
Provide options for executive functions-
activate, apply & highlight
monitor progress, and modify strategies
 Students will be able to
activate their knowledge
by participating in group
conversation and
discussing which sign to
use.
 Students will apply their
knowledge by coming up
to the board and showing
the class the correct
symbol to use.
 Activate students
knowledge by giving real
world examples in the
motivational piece and
having the students
explain their mistakes
instead of the teacher.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
 If a student is struggling
with understanding the
expressions/symbols, they
can bring the popsicle
sticks home to do their
homework so they can use
them to understand the
symbols.
 If students are struggling
with using the popsicle
sticks, they can write
greater than, less than, and
equal to on the sticks to
remember which symbol
is which.
Provide Multiple Means of Action and
Expression
coordinate short & long-term goals,
 Students with behavioral
problems will be given their
“on task” sheets before the
lesson. The teacher will help
monitor their behavior by
signing off on their sheets after
the lesson.
 If students are not
understanding the
mathematical symbols, the
teacher will modify the amount
of pages/problems they have to
complete.
Provide options for expression and
communication- increase medium of
expression
 Students may use their hands
as manipulatives if they do not
like using the popsicle sticks.
 Students may work in partners
to discuss concepts they are
struggling with.
 Lower ability students can be
paired with higher level
students to allow for more
communication and
understanding.
 Students may refer to their
place value charts from the
previous lesson.
 Provide options for recruiting
interest- choice, relevance, value, making information perceptible
authenticity, minimize threats
 Students will remain in
their desks during the
majority of the lesson to
keep away distractions.
This also helps keep the
behavioral students
away from other
students with
behavioral issues.
 Teacher will explain
What barriers might that she will have Ms.
this lesson present? Zink take away class
dojo points if they are
disruptive.
 Teacher will add blurt
What will it take – points to the chart if
neurodevelopmentally, students are speaking
experientially, out of turn, to
emotionally, etc., for encourage students to
your students to do this raise their hands and
lesson? realize when they are
speaking out of turn.
Provide options for perception-
 Students may move
towards the front if they
can’t see the whiteboard or
the screen.
 Students may move tables
if they are being distracted
by others.
 Students may use their
popsicle sticks as a visual
to represent the greater
than, less than, equal to
signs.
 Students can sit on the
floor in front of the
whiteboard if they are
being distracted by others
behind them.
Provide options for physical action-
increase options for interaction
 Students will collaborate in
their groups to explain the
various symbols.
 Students will be able to share
their answers with the class by
coming up to the board and
demonstrating their
knowledge.
 Students will be able to work
on homework with whomever
they want,
groups/pairs/individually.

Materials-what
materials (books,
handouts, etc) do you
need for this lesson and Resources:
are they ready to use?
How will your
classroom be set up for
this lesson?
 Pencils
 Go Math Books
 Place Value Charts (previous lesson)
 Popsicle stick symbols (handed out by teacher)
 Whiteboard
 Overhead light
 Laptop (for video)
 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
 Greater Than Less Than Alligator Math (2012). In Prekandksharing. Retrieved October 26, 2018,
from http://prekandksharing.blogspot.com/2012/08/montessori-inspired-greater-than-less.html
 NUMBERROCK. (2017, July 31). Comparing Decimals with Less Than and Greater Than |
Grades 4-6. Retrieved from https://www.youtube.com/watch?v=RHUl4kZDD6c.
 The students will be at their assigned seats in groups to allow for table collaboration later in the
lesson. They will be able to move around the room and choose where they want to sit after the
lesson is done, or if they are struggling on focusing at their assigned seat.

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.
e
5 Motivation  Teacher will have students recall their  Students will discuss in their groups what the
(opening/ previous knowledge of place value video was about and what they learned. They
introduction/ (without decimals) by playing a video will raise their hands and share their answers
engagement) about the greater than, equal to, and less with the class.
than signs. After the video teacher will

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 ask questions about what they saw (e.g.
What are the different symbols? How do
we use them?). Teacher will have
5 students discuss in their tables groups
before sharing.
 Teacher will introduce students to the  Students will complete the practice problems
symbols by handing out the greater on the board by utilizing their popsicle sticks as
than, less than, and equal to popsicle manipulatives. They will show the class which
sticks. Teacher will engage students on number is greater than, less than, or equal to,
how to use them by writing problems on and explain their answer.
the whiteboard and having students
raise their hands to come up to the board
and provide the correct symbol to use
(e.g. If a student uses the wrong symbol,
give a real-life example as to why their
answer is incorrect and how they can fix
it. If the student says that 17.2 is less
than 12.1, ask would we rather have 17
brownies or 12 brownies? Why would
we rather have more brownies? So,
which one should receive the greater
than sign? How can we correct the
problem?).
1 Development  Teacher will instruct students to open to  Students will open their books and get out the
(the largest page 163-164 in their Go Math books. materials needed for the lesson, this includes
component or their pencils and place value charts.
main body of
5-7 the lesson)  Teacher will work on “Unlock the  Students will apply their social studies
Problem” with students by talking about (geography) knowledge about where the
the locations of mountain ranges and different states are located in the United States
giving real world examples (show to be able to locate the mountain ranges.
pictures of the different heights).
Teacher will read the problem and show
students on the map where the mountain
ranges are located (cross curriculum
integration with social studies). Teacher
will ask students questions about the
10 mountain ranges (e.g. Which mountain
range has the greatest height and which

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 has the smallest height? How do we
know that one mountain is higher than
the other? Can anyone show me what
symbol they would use with their
sticks?).

 Teacher will go over how the  Students will compare the distances between
geographical distance between the mountain ranges. They will evaluate how
mountain ranges affects their altitudes elevation depends on geographical location.
by looking at the chart and asking the They will discover how some states have
students follow up questions (e.g. When higher elevations than others by looking at the
we look at the elevation map, which elevation chart on the board. They can share
mountain has the highest height? If this their answers with the class.
3-5 mountain is the highest, then which
state has a significantly higher altitude?
Which mountain has the lowest
elevation? What does this say about the
elevation in the state it is located in?
Does geographical location affect the
height of mountain ranges? Why or why
not?).
 Teacher will go over the “One Way”  Students will receive their popsicle stick
section by having students use their manipulatives. They will discuss in groups
popsicle sticks. Teacher will tell what the right answer is, and come to a
students to collaborate with their groups decision about which answer they want their
and once they have an answer to which group leader to share.
is greater than, equal to, or less than,
3-5 they will need to come to an executive
decision. The group leader will hold the
popsicle stick up once the group has
made a decision, and the teacher will go
around and check to see that all the
groups have the correct answer (if
groups have different answers, the
10 teacher will ask the group leaders from
the groups to explain their decisions and
why they think they are right).
 Teacher will move on to the “Another
Way” section. Teacher will tell students  Students will recall information from the
to look back at the mountain range previous mountain range section. They will
charts and ask students which 2 they are share their responses about which mountain
comparing. Teacher will go over the range is greater/less than the other in relation to
answers with the class without having height.
them use the popsicle sticks. Teacher
will ask students to share their
responses instead and call on individual
students (e.g. Which mountain is greater
than? Which mountain is less than?
Which mountain has the larger decimal?
How do we know? What number do we
look at to decide?).
 Teacher will move on to the “Example”.
Teacher will ask students to circle the  Students will raise their hands, explain the
tenths place. Teacher will ask students place value that they circled, and give a reason
about the numbers they circled (e.g. Are why.
all the numbers in the tenths spot the
same or different? If the same, what
number is in the tenths spot in all 3
equations?).
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5
 Next, the teacher will have students
individually order the numbers from
least to greatest. Students will have 1
whiteboard and marker per person.
 Teacher will have all students put up
their boards and share their answers
when they are finished.
 After going over individual answers, the
teacher will ask students to talk in their  Students will share their answers as a group,
groups and decide which mountain designating a group leader to share their
range has the least height and which consensus, either on the whiteboard or by
mountain range has the greatest height. raising their hand.

Closure
(conclusion,
 Teacher will review the greater than,
culmination,
less than, and equal to terms with the  Students will review the vocabulary and
wrap-up)
students. symbols of the lesson. They can ask questions
 The students can keep their popsicle about confusing concepts or go over material
sticks to help them with their that they missed during the lesson. students will
homework. work on homework (if time permits).
 Students need to complete pages 165-
166 for homework. They may work
together if there is extra time at the end
of the lesson.
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.)

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Today I learned that not every lesson plan goes exactly as you had intended, and that can sometimes be better than what you had
originally planned. My students were excited about the motivational piece. They sang along to the video and were interested in the
greater than, less than, and equal to sticks. I think this helped grab their attention because they continued asking questions about what
we were going to do for the lesson and what exactly the sticks were for. My students had a lot of energy today, and I was nervous
about having them work in their Go Math books for the entire time as I had initially planned out. We began the lesson and the
students’ behaviors were well on track when we began discussing the mountain real-life examples. We discussed elevation and how
geographical location can affect elevation and altitude in the United States. The students gave positive answers, raised their hands, and
were eager to explain the map and their observations. I was glad I asked probing, open ended questions, because it allowed them to
think for themselves, but at the same time, I wasn’t giving them the answers. After I felt like the students had a concrete understanding
of which symbol to use, I could tell they were becoming bored and disinterested with the Go Math material. It wasn’t having them
apply their knowledge to anything real. I decided we should play a game to test their knowledge and provide ways for them to exert
their excess energy.
I divided the class into groups and we used the whiteboard in the front of the classroom to create problems where the students needed
to answer the questions using their sticks as symbols. The students cheered their teammates on, provided support when others were
struggling, and each student individually showed me their knowledge because I was able to see their own abilities to use the symbols.
Every student had the chance to participate, and at the end of the game, the students didn’t want to end. I was hesitant to begin a game,
because I didn’t know how their behaviors would change, or if they would struggle with the content. However, the students were much
more engaged in this lesson, and I think I realized how helpful games can truly be. Sometimes it feels like games are not teaching
students anything, it’s simply a way to have fun or give students a needed break, but in this case, I think it was a genuine and valuable
teaching/learning opportunity. My students showed me what they knew, and applied what we learned within the lesson in order to
solve the problems.
There were a few negative aspects of my lesson plan. I think time was a problem, because the motivational piece didn’t take up as
much time as I had hoped, the development part took more time than I had planned, which did not leave much time for the
conclusion/wrap up portion. I wish I had paid closer attention to this during my lesson, so that my students would have had more time
to review in the end and explain the importance of today’s lesson. I think they understood why we did what we did, but at the same
time I hoped I could have provided better clarification and reasoning. Also, I think their behavior could have been better. I was
interrupted a lot during the motivational piece and I didn’t want my students to think I was rewarding their bad behavior with a game.
During the game piece they were much better attitude and attention wise, although the volume of the classroom was a little higher than
I had hoped for. Looking back, I should have stopped the lesson and quieted the classroom down before moving on, instead of
allowing the classroom to get noisier and noisier. I definitely need to work on my classroom management abilities in the future,
because I think my lessons would go more smoothly if my students followed expectations and I was able to control their behavior.

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