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I. Objectives
How does this lesson connect to the unit plan?
This lesson is a summative of all the information the students have learned throughout the unit. They will recall their knowledge on
place value, comparing decimals, and rounding decimals.
(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
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Formative (for learning):
Students ability to create a decimal of their own and identify the places.
Students identification and utilization of standard, expanded, and word form.
Students drawings and proper usage of the greater than, less than, and equal to symbols.
Students knowledge of rounding and how to properly round an equation to specific place values.
Students real life application skills.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
What will it take –
reflection modify strategies
neurodevelopmentally, - Students will have the - Students can apply their - Students can assess their
experientially, opportunity to self- knowledge from previous long-term goals by
emotionally, etc., for your evaluate themselves on lessons and apply it to the evaluating on the rubric
students to do this lesson? their knowledge/thoughts test so they are able to how well they have
about the content on their successfully complete the grasped the content.
rubric assessment. problems. - If students are struggling
- Students will go over the - Students can activate with strategies for test
I Can statements with the previous knowledge by taking, they can use their
teacher and expectations. reviewing their content previous handouts as a
- Students can self-assess from previous lessons reference (e.g. the lower
themselves by comparing (e.g. handouts, popsicle ability students).
their answers in sticks, rounding poster,
kahoot/jeopardy. place value charts).
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
- Students can optimize - Students will have the
challenge by attempting - Students can clarify ability on several
to write a problem with vocabulary before the test occasions to write or draw
more than 4 digits on the by discussing with the their answers in whatever
test and evaluate their teacher or table groups. way they need.
values. - Students can connect - If students need another
- Students can collaborate language from previous way to take the test, they
in groups during lessons to apply it to the can verbally take it with
jeopardy/kahoot and test. the teacher.
review materials together - Students can recall their - If students need someone
if they need more help. various symbols in order to read them the questions
- Students can receive to utilize them in various (many students have
feedback from the teacher contexts. reading problems) they
on confusing concepts by can ask the teacher to
reviewing before the test. help them.
- Students can write out the
place value positions
instead of
circling/underlining.
- Students may write out
the symbols instead of
drawing them.
- Students can draw or
write out their real world
rounding examples.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
- Students with disabilities - Students will have -Students will be able to work with
may choose to take the several ways to show other students during
test at a later time when their knowledge in jeopardy/kahoot.
the teacher is able to go whatever ways they -Before the test, students may ask
over it with them. understand the best each other questions to clarify
- Students with behavioral (drawing/writing/describi concepts.
issues with have their “on ng).
task charts” and will be - Students can move to a
separated from other different area in the room
students with behavioral if they need to get away
issues. from distractions and
- Ms. Zink will take away focus on the test.
class dojo points if - Students can move
students are disruptive. towards the front or ask
- Teacher will add blurt to change desks when
points to the chart if play jeopardy if they are
students are speaking out not able to see from their
of turn, to encourage current seat.
students to raise their - Students can write their
hands and realize when decimal on their notecard
they are speaking out of in whatever way works
turn. best for them.
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Overhead board
Chromebooks (for students)
Laptop (to play jeopardy/Kahoot)
Screen
Rounding decimals poster
Materials-what materials
Colored markers
(books, handouts, etc) do
Notecards
you need for this lesson
Pencils
and are they ready to
Test packet
use?
Resources:
Rounding Coaster (2018). In PowerSchool Learning. Retrieved October 29, 2018, from
https://tusd.learning.powerschool.com/tlarson/timlarson1/cms_page/view/8103487#
Rounding Decimals Jeopardy Game (2017). In Jeopardy Labs. Retrieved October 26, 2018,
from https://jeopardylabs.com/play/rounding-decimals-jeopardy-game
Students will be at their seats in their desks to play jeopardy/kahoot so they are able to easily
distinguish the various teams. Students will be in the same formations when they take the test
portion 1 (section 3.2 with the colored markers so it’s easier to distribute materials). After this
section of the test they may remain where they are or take a clipboard and sit somewhere else
How will your classroom in the room away from other students/distractions. Students may get test folders to hide their
be set up for this lesson? answers from other students.
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The teacher will have put her rounding
decimals poster up on the board for the
assessment (third part).
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For the first part of the assessment, Students will write a 4-digit decimal
students will be evaluated on their number of their choosing on the notecard
knowledge of place value. Students will in front of them.
each be given a 3x5 notecard. They will
be told that they need to write a 4-digit
decimal on the card of their choice. They
can write or draw their decimal in any
way they desire, but it must represent the
ones, tenths, hundredths, and thousandths
place (e.g. teacher will write 3.456 on the
whiteboard).
Students will have colored markers at Students will use the colored markers at
their tables. The teacher will give out the their tables and follow the teacher’s
following directions (e.g. Write your name directions to underline/circle the place
on the top of the notecard. I want you to values.
underline the ones place in pink. I want
you to circle the tenths place in yellow. I
want you to underline the hundredths
place in blue. I want you to circle the
thousandths place in green. Note: Students
may also individually write out the
specific place values underneath each digit
if they prefer to write it out instead of
drawing/underlining/circling).
Students will be asked to write on the Students will identify what form of the
same side of the index card what form decimal they just wrote on their notecard.
they just wrote their decimal in: standard
word, or expanded??
Students will flip over their index cards. Students will flip over their index cards
The teacher will explain to students they and write their decimal in word and
need to write their decimal in word and expanded form.
expanded forms. She will write an
example of her decimal (3.456) on the
board and write it in expanded and word
form so students can have a model).
After this, the teacher will collect the Students will hand in their notecards and
students cards and move onto the 3.3 and be given the rest of the test in a packet.
3.4 test portion (stapled packet).
On the 3.3 section of the test, the teacher Students will draw out the greater than,
will have students draw out all of the signs less than, and equal to signs.
they learned (e.g. greater than, less than,
equal to Note: If students want to write
out what the signs mean instead of
drawing them, they may do this as well.)
when learning comparisons between
decimals.
Teacher will then have students use the Students will use the symbols to identify
signs they drew above to complete 4 greater than, less than, and equal to
problems on greater than, less than, and statements.
equal to (fill in the blank portion).
Students will move onto section 3.4 of the Students will round the lengths of the
test. Students will have several real-world objects to the designated place values.
examples of objects and their lengths (e.g.
a picture of a pencil that is 5.6 inches in
length). Students will be asked to round
the lengths of these objects to specific
place values (e.g. round the length of the
pencil to the tenths place).
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Students will make a real life rounding Students will give examples of
decimal connection, by answering what items/things they can round in real life.
things they can round in real life. Teacher
will ask students to list some examples we
talked about in class. (e.g. time, distance,
height, weight Note: students may draw
out examples as well if they don’t want to
write).
On the next page of the test, the teacher Students will complete the self-evaluation
will have students self-evaluate section of the test and assess themselves
themselves and answer several questions and their work throughout the
about their comfortability with the unit/content.
material (e.g. How do you feel you did on
the test? Do you think you understand
place value and decimals? What was the
hardest part of this unit for you? What is
one thing you learned this unit? What did
you enjoy about this unit?).
Teacher will have students self-evaluate Students will fill out the rubric based on
themselves and their effort based on the their own perceptions of how well they
final self-assessment unit rubric at the end did.
of the test (participation, effort,
explanation, book work) on the last page.
Teacher will have students hand in their Students will hand in their tests and rubric
tests and rubric evaluations. evaluations.
Closure
(conclusion, Teacher will ask students if they have any Students can ask/go over any questions
culmination, further questions/confusions. they have on the test or general material.
wrap-up) Teacher will grade the tests and provide
feedback for the students in the next class
session (e.g. students will go over the
entire test with the teacher in the next
class session).
Teacher will also fill out her individual
rubric on student assessment for each
student.
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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I was a little nervous for this lesson, because it required a lot of behavioral management on my part. For my motivational piece, we
began the lesson by playing our jeopardy game. Initially, I had my hesitations about this, because I knew it would be easy for my
students to become out of control, and I didn’t know how they would react transitioning from a game to taking their unit assessment
test. There were definitely pros and cons to this approach. I think my students were definitely intrigued by jeopardy, because it was a
new game they had never seen before, and we don’t often play games during math. From this aspect, I was glad that it grabbed their
attention, because I could tell as they played, they were having a good time. However, with games comes the issue of behaviors
getting out of control, and this was something I experienced. I divided the students into teams, but some students got angry when
they had less points than other teams or answered incorrectly, which caused problems between teams. Some students attempted to
hog the whiteboards and 2 students started yelling across the entire room when things didn’t go their way. I was constantly quieting
the class down, and Ms. Zink had to talk to the other 2 students so I could lead the game. I felt like the students were almost too out
of control to continue, but I didn’t want them to miss out on this opportunity. I think I handled the situation well for what it was, but I
wish Ms. Zink would have stepped in a little more to help. Looking back, I might have handled the students with bad behaviors in a
different way. I should have removed them from the situation completely and sent them out in the hall to cool down or removed them
from their table groups, explaining that if they couldn’t play nicely, they couldn’t play at all.
Although I wish the behavior of my students would have been better, besides this, the lesson went over well. They transitioned
smoothly into their test after jeopardy, and we reviewed some of their questions beforehand. Once the test was distributed, it went
much better, and the noise of the classroom reduced significantly. I have not reviewed their tests yet, but it will be interesting to see
how much information they have retained and are able to correctly recall. I also want to look over their own personal self-evaluations
to see how each student thinks they did on the unit as a whole, what they liked, and disliked. If I were to change this lesson, I would
be more explicit about my expectations when introducing a game to my students. I would have put more consequences in place or
have stopped the game if the noise became too loud. In theory, this lesson would work in any classroom, but because my students
have more difficulties staying on task, I think it was a challenge for them.
Overall, I’m decently happy with how the lesson went, because my students improved their attitudes once we took the test and
became more on task. I think it was a straightforward plan especially because the test was implemented into it, but I enjoyed how my
motivational piece presented the information, because the students didn’t have to come in, sit at their desks, and immediately take a
test. Aspects and concepts were gradually brought in piece by piece. After teaching this final lesson, I’m happy to be done with my
unit plan, and I feel accomplished with my work. I know things in the classroom are not always going to work out as I had planned,
but I learned the importance of flexibility, and the need to teach on the fly when situations occur that I had not intended. I think I did
the best I could do and that’s all I can ask of myself. This unit plan truly wore me out in so many ways mentally and physically, and it
was one of the most difficult projects I have ever had to create and implement since I began at Calvin. It challenged me in new ways
and I’m proud of my work and all that I’ve achieved throughout this unit plan.
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