Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Maddie Stang

Date 4-23-2019 Subject/ Topic/ Theme math chapter 9 Grade ______5______

I. Objectives
How does this lesson connect to the unit plan?
The lesson is on line plots it lays some of the groundwork for the rest of the unit on graphing and finding patterns in numbers

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Make and use a line plot with fractions Ap x
● Write an explanation for how it can help find the average of data. E
● Use operations on fractions to help solve the problem R
●
●
Common Core standards (or GLCEs if not available in Common Core) addressed:
5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit. Use operations on fractions for this grade to solve problems involving
information presented in line plots.

(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

How to add subtract, multiple, and divide fractions to help find the average of the data. We looked at
Identify prerequisite different fraction and how to work with fractions this is helpful for this lesson because the students
knowledge and skills. need to be able to apply adding fractions in order to do the things that are asked of them in order to
create a line plot.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Ask the class if anyone knows what a line plot is and if they have ever used one before?
Formative (for learning):
Ask them questions as the lesson goes on to see what parts of the lesson they are understanding and
what parts I may need to focus more on latter in the lesson.
Formative (as learning):
Giving them the answers to the questions they are working on independently the next day so that they
can have an understanding of what they understand and what they may need more clarification on.
Summative (of learning):
The home work/ independent work they will be assigned and do.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action 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 & They can choose to come up to term goals, monitor progress, and
reflection modify strategies
the board and write their
When I give them their homework, answers or just write them in
they will have the choice to decide their notes.
to work with a partner on the
homework or work independently.
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
If they finish the homework early,
they have the option to do more
practice problems or read
depending on what they want to do
and how much time is left for math.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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 They are able to choose where
in the room they want to do
their homework standing or
sitting in chairs or sitting on the
ground.
Doc cam, math examples, math textbook, and colored pens, laptops to do IXL if they have extra time,
white board markers.

They will be at their desk in groups. Where they are able to talk with each other but still have their
own space to work on their math alone as well if they want to. During the homework/independent
How will your classroom
work time they are able to sit wherever they want as long as they are working on their math.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1 min Give them a long list of fractions and have them Answer the questions.
Motivation tell me how many of one fraction is in the list. This
(opening/ will prepare them for working on finding fractions
introduction/ in list which is a skill needed for this lesson plan.
engagement)

15-20 Go through the example step by step. They will be answering questions I ask as I go
mins Step one: figure out how many of each fraction through the steps and taking notes of each step in
there are. their textbook.
Step two: reduce the first fraction.
Step three: reduce the next fraction.
Step four: reduce the last fraction.
Development
Step five: add all three fractions.
(the largest
Step six: divide the sum by the total number of They will be talking with each other about how to
component or
fractions. solve the problems that are assigned to them to do
main body of
Do some more sample problems as a class.
the lesson)
pg 543 example

Do Pg 535 1,2,3,4 with their table group and then

after they do that have them meet back up as a class
and discuss the answers they got as a group. come
up and write their answers on the board so they
have a chance to move in the classroom.

Students will be working independently on the

Closure
Have students talk with each other at the end of the questions assigned.
(conclusion,
lesson about how line plots are helpful in the real
culmination,
world.
wrap-up)

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 Have them work on problems independently
Pg 536 10
Pg 537 1-5 and 9
I will be around to answer questions.
Talking to the students specifically to see their
thinking and why they are putting the answers they
are in the places they are.

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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