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Lesson Plan Design
Subject: Mathematics Grade: 5
Candidates Name:
Site Supervisor:
Jamie Rose
ID #
NU Supervisor:
022983605
Karen Merkow
Rationale:
Students make sense of the
mathematical problems and
preserve in solving them. This
develops their ability to reason
quantitatively. The mathematical
concepts reinforce prior learning
and provide appropriate number
sense tools to continue ahead with
5th grade math.
Rationale:
The learner objectives satisfy the
Common Core State Standards for
5th grade math. They also reinforce
previously learned concepts like
estimation, multiplication and
division with whole numbers.
Students are familiar with the
concept of dividing decimals by a
whole number, but this will be the
first time theyve seen the solutions
represented in a fraction.
Additional reinforcement of the
concept of the power of 10 with
visuals will aid discussion and
student understanding.
Students are challenged to solve an
equation connected to dollars in
order to verbally demonstrate the
concept of dividing decimals with
decimals. They are then offered the
opportunity to demonstrate visually
during guided practice. Drawings
and models assist students in
understanding the concept and
independent practice cements the
learning and provides an
opportunity to check for
understanding.
Rationale:
Most students should be able to
achieve the learning goals and
objectives based on existing
background knowledge.
mathematics assistance.
Linguistic Background:
Of the 30 students in Mrs. Roses classroom, 28
speak English as their primary language. There
are two ELL students whose primary language is
Spanish. Both ELL students are likely to test out
of the program at the conclusion of 5th grade.
Content Knowledge:
The high achieving students are able to divide and
multiply whole numbers with ease. These students
should be able to meet the learning goals and
objectives because they are fluent in the
mathematical language and the concepts
introduced reinforce previously taught lessons.
Although it may take a few more guided practice
problems, the average-achieving students should
also be able to grasp the concepts in order to meet
the learning goals and objectives. The lower
achieving students will struggle since their
mathematical background in multiplication and
division is below grade level.
Cultural and Health Considerations:
There are a variety of ethnicities represented in the
classroom. However, none hinder a students
ability to participate in the lesson. There is a full
inclusion student as well, but none of the 30
students in the classroom have any health
considerations that prevent them from participating
in physical activities. One student has a severe
gluten allergy, so special consideration is taken
when using edible manipulatives.
Interests and Activities:
Developmentally appropriate interests. Most
students are motivated to improve their learning
and be challenged with new concepts.
Physical, Social, and Emotional Development:
Students seem to be active and social, although a
few struggle to find a place within the classroom
dynamic.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
Modifications for ELLs:
Mathematical equations will be modeled visually
in order to aid ELL students in their understanding
of the learning outcomes and objectives. Students
are also able to work with partners during guided
practice.
Modifications for Special Needs Students:
Although Mrs. Roses class does have a special
needs student (down syndrome), she is highly
functioning. She will be in RTI with her aid
during the mathematics lesson.
Modifications for High Achieving Students:
Students are challenged with several additional
word problems and asked to assist peers who may
need additional help understanding the lessons
concept. Generally higher achieving students are
called upon during whole group and guided
instruction to verbalize their answers and rationale
to the class.
Modifications for Low Achieving Students:
Students are also called upon during guided
practice to verbalize their answers and highlight
areas that others may be struggling with.
Additionally, a small group is provided for those
who are struggling and wish to have additional
instruction.
Rationale:
Since many ELL students struggle
with academic vocabulary (such as
quotient, dividend, numerator,
denominator), demonstrating the
mathematical concept visually will
make the equations and lesson more
comprehensible.
Student A is highly functioning with
down syndrome. She is challenged
to develop her academic abilities
and although she is a full inclusion
student, spends much of her time in
RTI for one on one instruction.
High achieving students may
understand the mathematical
concept with numbers, but word
problems add additional challenges
and keep students engaged in the
lessons content. Students are
called upon to verbalize their
answer because often the language
of their explanations will resonate
with fellow students.
Low achieving students are given
the same opportunity to volunteer
answers, highlighting areas their
peers may also be struggling with.
Small group instruction allows for
further teacher assessment and more
one on one instruction time.
5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
Rationale:
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Rationale:
Students will correct and turn in their independent
practice work for teacher review.
They will then be given instruction for the
completion of their quick check quiz.
Students will be given a quick check the following
day to assess for understanding. The quick check
consists of 4 exercises that require students to
write mathematical explanations in their own
language and develop and solve equations that
derive from both word problems and numerical
data.
10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
Remind students that they are now able to find the
quotient of two decimals by multiplying the
dividend and divisor by the least power of 10 that
changes the divisor to a whole number.
Relate this back to the activity where Michelle
buys the water bottles and remind them they are
doing this activity in their daily lives.
Remember to praise students for the hard work.