Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Nara Lee 11/19/2013 Subject/ Topic/ Theme Nearest to Multiples of Ten Gra e 2

I. Objectives How does t is lesson connect to t e unit !lan"

!ncoura"es stu ents to estimate a number nearest to ten an prepares them for mental math

Learners will be able to#

&n erstan the #alue of t+o$ i"it number on a number line !stimate to etermine nearest multiple of ten (onstruct #iable ar"uments an criti,ue the reasonin" of others

co"niti#e$ % & 'p 'n ! ()

ph*sical e#elopment

socio$ emotional

& 'n ! -

$LCEs or Common Core standards addressed#

%CC.&.OA.& .luentl* a an subtract +ithin 20 usin" mental strate"ies/ 0* en of Gra e 21 2no+ from memor* all sums of t+o one$ i"it numbers/ %CC.&.'().* .luentl* a an subtract +ithin 100 usin" strate"ies base on place #alue1 properties of operations1 an /or the relationship bet+een a ition an subtraction/
3Note# 4rite as man* as nee e / 5n icate ta6onom* le#els an connections to applicable national or state stan ar s/ 5f an objecti#e applies to particular learners +rite the name3s7 of the learner3s7 to +hom it applies/7 )remember1 un erstan 1 appl*1 anal*8e1 e#aluate1 create

II. (efore +ou start Identif+ !rere,uisite -nowledge and s-ills. Stu ents shoul be able to count for+ar an bac2+ar b* one/ Stu ents shoul be familiar +ith multiples of ten in the number chart/
Pre-assessment (for learning):

Stu ents thin2 an "uess the ans+er for a ,uestion presente in the be"innin" of the lesson Outline assessment activities 3applicable to this lesson7
Formative (for learning):

9a#e a iscussion an :;' time before the acti#it*

Formative (as learning): (hec2 for stu ents< un erstan in" as "oin" aroun the classroom Summative (of learning7=

(hec2 stu ents< +or2sheets . at barriers mig t t is lesson !resent" . at will it ta-e / neurodevelo!mentall+0 e1!erientiall+0 emotionall+0 etc.0 for +our students to do t is lesson"
Provide %ulti!le %eans of 2e!resentation >ro#i e options for perception$ making information perceptible ' #isual emonstration +ill be pro#i e Provide %ulti!le %eans of Action and E1!ression >ro#i e options for ph*sical action$ increase options for interaction Stu ents are calle out to emonstrate one or t+o ,uestions from e6ercise urin" e#elopment sta"e >ro#i e options for e6pression an communication$ increase me ium of e!pression Stu ents #erball* e6press their i eas an strate"ies as the* tal2 to their partners an share them to the class Provide %ulti!le %eans of Engagement >ro#i e options for recruitin" interest$ choice, relevance, value, authenticity, minimize threats Stu ents ma* choose to o the optional ,uestions >ro#i e options for sustainin" effort an persistence$ optimize challenge, collaboration, mastery-oriente fee back Stu ents "et a tic2et +hen the* complete the +or2sheet until ,uestion ?12

>ro#i e options for lan"ua"e1 mathematical e6pressions1 an s*mbols$ clarify & connect language Stu ents use 0$100 number line +hich help them to #isuali8e numbers

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>ro#i e options for comprehension$ activate, apply & highlight Stu ents ma* use the strate"* emonstrate in the be"innin" of the e#elopment part of the lesson

>ro#i e options for e6ecuti#e functions$ coor inate short & long term goals, monitor progress, an mo ify strategies Short term "oal is to 2no+ ho+ to "et the nearest multiple of tens +hen certain number is "i#en Lon" term "oal is to use number estimation in their li#es

>ro#i e options for self$re"ulation$ e!pectations, personal skills an strategies, self-assessment & reflection Stu ents reflect on their +or2s b* sharin" them +ith their partner an to the class

%aterials3w at materials 4boo-s0 andouts0 etc5 do +ou need for t is lesson and are t e+ read+ to use"

>encil an eraser 4hiteboar an mar2er 0$100 number line an /or number chart 4or2sheet Number steps

How will +our classroom be set u! for t is lesson" III. ) e Plan )ime Com!onents $

5n i#i ual seat arran"ement

6escribe teacher activities A'6 student activities for eac com!onent of t e lesson. Last time1 +e tal2e about ho+ +e coul ma2e a number sentence base on stor* problem/ 4e practice ifferent stor* problems an iscusse amon" class/ So let<s start the class +ith a stor* problem/ %ea stor* problem ?A from stor* problem sheet in Lesson >lan 2/ Gi#e them 20 secon s/ 9a#e t+o or three stu ents share their ans+ers/ 9o+ i *ou fin out the ans+erB 4hat steps i *ou "o throu"h to "uess the ans+erB 4hen *ou estimate somethin"1 +hat o *ou oB 3>ossible ans+er= Loo2 for somethin" that is close to the ans+er/ Guessin" to the closest ans+er/ The best "uessC7 $ Tal2 about +hat the* ha#e learne last time an +hat the* remember about the lesson +ith their partners/ 4ithout usin" a number line or number chart1 "uess the ans+er an put one fin"er on *our chin if *ou thin2 the ans+er is ?11 t+o fin"ers for ?21 an three fin"ers for ?3/ T+o or three stu ents share their ans+ers to the class/ !6plain ho+ he/she "ot to the ans+er/ Thin2 bac2 an reflect on the iscussion/ 4hat strate"* i 5 use to fin out the ans+erB

* mins

%otivation 3openin"/ intro uction/ en"a"ement7

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&73&* mins

6evelo!ment 3the lar"est component or main bo * of the lesson7

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's2 ,uestions= 4hat are the multiples of tenB 3S2ip countin" b* 10s startin" from 10/7 4hat multiples of ten is A9 in bet+eenB 5s A9 nearer to A0 or D0B 4hat multiples of ten is 11 in bet+eenB 5s 11 nearer to 10 or 20B Tr* AD an AE an 12 an 1@/ Gi#e them a fe+ minutes an ha#e them emonstrate the problems= 1/ (all three stu ents an as2 them to place their feet on number steps= A01 AE1 an D0/ 2/ 'll stu ents count to"ether as the stu ent on ?AE mo#es his/her steps to+ar the stu ent on ?A0/ 3/ Tell the stu ent to "o bac2 to ?AD place an count a"ain as he/she mo#es steps to+ar the stu ent on ?D0/ @/ Demonstrate 1@ in the same +a*/ Do the same for AD an 12 if the time is a#ailable/ F/ 3optional7 5ntro uce the term= +e call this process Groun in" to the nearest tenH .inall*1 present number AF an 1F to estimate their nearest multiple of ten/ 9a#e them share their ans+ers +ith their partners/ 5s AF nearer to A0 or D0B 5s 1F nearer to 10 or 20B 4h*B 's2 stu ents< i eas/ !6plain +h* the nearest multiples of ten for AF an 1F are D0 an 201 respecti#el*/ >ro#i e stu ents +ith 0$100 number line an han out +or2sheet 3/ !ncoura"e stu ents to o ?1$9 usin" number line an ?10$12 +ithout the number line/ 5f time allo+s1 as2 them to o ?13$1F as +ell/ Tell them to put their han s on their hea +hen the* are one/ (all for an attention an "o o#er some ,uestions from the +or2sheet/

'ns+er the ,uestions/

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.i"ure out the nearest multiples of tens for AD1 AE1 121 an 1@/ Three stu ents place their feet on three ifferent number steps 3A01 AE1 an D07 Stu ent on number AE mo#es to+ar A0 an rest count to"ether as the stu ent mo#es/ This time1 stu ent on number AE mo#es to+ar D0 an rest count to"ether as the stu ent mo#es/ 'nother three stu ents ta2e the chance to emonstrate/

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.in out +hether AF is nearer to A0 or D0 an 1F is nearer to 10 or 20/ Tal2 to their partners to share their i eas/ Share their i eas to the class/

(omplete the +or2sheet usin" number line han out/

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>ut their han s on their hea once one +ith the tas2/ (hec2 their ans+ers/

*38 mins

Closure 3conclusion1 culmination1 +rap$up7

(lass Discussion / 's2 :uestions $ !6plain ho+ *ou foun the closest multiple of ten/ $ 4hat 2in s of situations in life mi"ht be easier if *ou 2ne+ ho+ to estimate numbersB

's2 ,uestions an share their strate"ies that the* use urin" the acti#it* or tas2/

9our reflection about t e lesson including evidence4s5 of student learning and engagement as well as ideas for im!rovement for ne1t time. 34rite this after teachin" the lesson1 if *ou ha a chance to teach it/ 5f *ou i not teach this lesson1 focus on the process of preparin" the lesson/7

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Since 5 i not teach lesson 21 5 ha to chan"e the moti#ation part/ .irst1 5 presente a short stor* problem= Irlan o has 2A pencils an 'licia has A1 pencils/ 9o+ man* pencils o the* ha#e alto"etherB 5 "a#e them three choices= A01 1001 an 120 an as2e them to estimate/"uess the possible ans+er/ Some of the stu ents +ere able to "uess it ri"ht1 but man* of them i not 2no+ +hat to o/ 5 tol them the ans+er an ho+ +e coul fi"ure this out faster an easier/ 5 "athere the stu ents in front of the screen/ 5 planne to use a number line1 but ue to a technical problem1 5 en e up usin" a number chart/ 5 projecte the number chart on the screen an counte the multiples of tens to"ether/ 5 mar2e all the multiples of tens an 2A an A1/ Then 5 as2e them bet+een +hich multiples of tens 2A is in/ .inall*1 5 as2e bet+een t+o multiples of tens1 +hich multiple of ten 2A is nearer/ The stu ents ans+ere 301 so 5 summari8e the steps an state that 30 is the nearest multiple of ten of 2A 3intro uce the concept1 Gnearest multiple of JH7/ 5 basicall* i the same thin" for A1/ .or numbers that en +ith F1 5 tol them that the lar"er multiple of ten +ill be the nearest multiple of ten/ 5 e6plaine them that it is a rule +e ha#e to follo+/ 'fter tr*in" some other e6amples1 5 istribute the +or2sheets1 i the first ,uestion to"ether1 an +al2e aroun to chec2 for their un erstan in"/ 5n 10 minutes1 2$3 stu ents +ere able to finish the +hole thin" besi es the stor* problems/ Most of them +ere able to o 3$F ,uestions1 but some of them +ere stru""lin" at un erstan in" +hat shoul be +ritten in each blan2/ 5 notice that stu ents +ere confuse +hen the* +ere usin" a number chart to fin the nearest multiple of ten of a "i#en number because the multiples of ten +ere in the same column/ .or instance1 the* +oul sa* that 20 an 30 are both same istance apart from 21/ 3Mo#in" from 21 to 30 in ia"onal an to 20 to the left are both one step1 accor in" to their lo"ic/7 Therefore1 from ne6t time 5 +oul as2 them to use number line onl*/ 5 thin2 number chart is confusin" +hen it comes to eterminin" +hich multiples of ten an* "i#en number is nearest/

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