Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sophia Kim

Date 11/13/2017 Subject/ Topic/ Theme Math/Multiplication Patterns with Decimals Grade 5
I. Objectives
How does this lesson connect to the unit plan?
This is the first lesson of the unit Multiplication Patterns with Decimals. In this lesson, students will
learn some basic patterns in multiplying decimals, such as when the student multiply in terms of base
10 numbers, the place value will increase by 1 going to the right. This lesson acts like the foundation
stone to future lessons of this unit.
Learners will be able to: cognitive physical socio-
- developm emotion
R U Ap An ent al
E C*
Find patterns in products when multiplying by powers of 10. U,Ap

Determine how the patterns can help place the decimal point in a product. An

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of
10, and explain patterns in the placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote powers of 10.
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
MP 4
Model with Mathematics.
MP 7
Look for and make us of structure.
MP 8
Look for and express regularity in repeated reasoning.
(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

CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right. For example, recognize that 700
Identify prerequisite 70 = 10 by applying concepts of place value and division.
knowledge and skills. CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and
one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
Pre-assessment (for learning):
Outline assessment
Students will sit in the carpet area to do some brain talk regarding the
activities
(applicable to this lesson) patterns in multiplying the decimals
Motivate the students by sticking some of the contents onto the whiteboard
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 that will be learned in the lesson and have students come up on the board
and write something that they know about the topic.
Formative (for learning): Students will be going over the Share and show in the Go
Math Textbook in pairs while the teacher is going around them.
Formative (as learning): Students will come up with their own patterns with the
decimal multiplication and share with their peers to see if they can answer the
questions.
Summative (of learning): Students will be paired up to get a Chromebook and play
an online Multiplication Decimals Basketball Game.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Representation Action and Expression Engagement
Provide options for Provide options for Provide options for
perception- making physical action- increase recruiting interest- choice,
information perceptible options for interaction relevance, value,
Students will be Students will grab a authenticity, minimize
learning how the Chromebook and threats
patterns do work in participate in the Students will
terms of the game that they are choose the right
decimal supposed to play. answer to the
multiplication. Multiplication
What barriers might this Decimals
lesson present? Basketball game.
Provide options for Provide options for Provide options for
language, mathematical expression and sustaining effort and
What will it take expressions, and communication- increase persistence- optimize
neurodevelopmentally,
experientially,
symbols- clarify & connect medium of expression challenge, collaboration,
emotionally, etc., for your language Students will mastery-oriented
students to do this lesson? Students will communicate with feedback
perform the their peers to work
multiplication throughout the
related to patterns online activity.
in decimals
Provide options for Provide options for Provide options for self-
comprehension- activate, executive functions- regulation- expectations,
apply & highlight coordinate short & long personal skills and
Students will apply term goals, monitor strategies, self-
the patterns to progress, and modify assessment & reflection
when asked by the strategies
prompts.
Go Math textbook
Materials-what materials Chromebook
(books, handouts, etc) do
Teachers small whiteboard and a marker
you need for this lesson
and are they ready to
ELMO for the discussion, showing the link to the online game
use? Contents that will be up on the board - See attached picture below
Template for the students who do not get the patterns of multiplying decimals
- See below

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 The class will start in the carpet for some Brain Talk but the class will be set
up just the way as it is.
How will your classroom
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.
5 Carpet time: Students will sit in the carpet to
mins Motivation Students will sit in the carpet listen to the teacher.
(opening/ area to do some brain talk
introduction/ regarding the patterns in
engagement)
multiplying the decimals
Example: 1.5 X 10
1.5 X 100
1.5 X 1000
Ask the students to go back to Students will go back to their
5 their original seats. seats.
mins
Motivation:
Motivate the students by sticking
some of the contents on the Students will volunteer to go up on
whiteboard that will be learned in the board to write something that
the lesson and have students they know about the pictures that
come up on the board and write are up on the board.
something that they know about
the topic.
10 Teacher will be going over the Students will be following what the
mins Unlock the Problem step by teacher is going over.
step with the students (textbook).
Receive some questions from Students will be asking questions if
the students if any. there is any confusions.
10 Teacher will pair up the students Students will be paired up by the
mins Development by math proficiency level. teacher and work on the Share
(the largest
Teacher will tell the students to and Show section.
component or
main body of the
work on the Share and Show
lesson) section in their textbooks.
Teacher will be going around the
pair of students to see how the
students are doing. If the
students are still struggling,
make them use of their Decimal
multiplication template below the
lesson plan.
10
Closure Teacher will allow the students to Students will be starting to end the
mins
(conclusion, grab a Chromebook to play an Share and Show section of the

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 culmination, online math multiplication game. Textbook.
wrap-up) Show the link to the students In the same pair, they will check
with the ELMO out a Chromebook and start typing
http://www.math- in the link to the game.
play.com/multiplying-
decimals-game.html
Once the students are done with Students will start to write the
the game, teacher will write numbers with the homework
tomorrows homework on the problems in their planners.
board.
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.)
This lesson entices the students to learn the patterns in multiplying decimals. I am so thankful that Mrs. Pak allowed me to teach the
lesson for this unit. However, there were things that I could done better was engaging with the students who are good in participating
in class. when I did the motivation part of the lesson, they seemed to get frustrated with the activity because they did not know what
they were supposed to do. I should have come up with an activity where everyone can contribute to the motivation. I learned that
motivation is like the most important thing for the students to learn for it is like the attention seeker for the whole lesson. I could
modify this activity by giving a big sheet of poster paper with the pictures related to the lesson and write or draw some of the things
that they know. This will make the students feel that they have contributed to an activity and see what they know about the topic. For
me, this group activity will show me how the frustrated students or the quiet students will think since it is done in a semi private way
of their comprehension. As I go ahead with my lessons, I will have to think about how each and every student can contribute in their
learning. Since this was my first time teaching, I had a lot of things that I was not aware of.

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 Powers Multiplication Product Zeros

102 10 X 10 100 2

103 10 X 10 X 10 1000 3

104 10 X 10 X 10 10000 4

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