Dakota State University College of Education

LESSON PLAN

Name: _Michele Hoisington________ Date: _2/12/2019__

Grade Level: _7th Math____________ Time: _1:19-2:09__
School: Sargent Central School __

Reflection from prior lesson:

Yesterday’s lesson went fairly well. G. is has greatly improved her story problem
understanding and has consistently for the last 5 lessons known which number is the
big number on the number arrow. She continues to struggle with inconsistency adding
and subtracting basic facts when she works independently. I should continue to have
her practice her basic facts using “Math Facts in a Flash” on the Ren Learn site daily for
accuracy and automaticity.

Lesson Goal(s) / Standards:

ND CS 7.NS.2: Apply and extend previous understandings of multiplication, division,
and fractions to multiply and divide rational numbers.
ND CS 7.NS.3: Solve real world and mathematical problems involving the four
operations with rational numbers.

IEP Goal: GC’s math skills will improve from a percentile rank of 14 on the STAR Math
assessment to a 20th percentile rank or better on the STAR Math assessment.

Lesson Objectives:
I can complete equations that involve both multiplication and division, addition and
subtraction.
I can work comparison problems using price tags.

Materials Needed:
SRA Connecting Math Concepts Level D Student textbook and Student Workbook,
lined paper, pencil

Contextual Factors/ Learner Characteristics:

GC is a 7th grade girl with a specific learning disability, who also struggles with
hyperactivity and loss of focus. She is energetic and very willing to work. G. struggles
with basic facts and wants to rely on counting on her fingers for every fact. We have
been working on knowing the basic facts of addition and multiplication to automaticity
with some success but breaking her habit has proven difficult. Her reading ability skills
make story problems difficult for her to understand and make sense of. This math
curriculum uses a unique approach that slowly helps students make sense of those
problems and it is proving to be a very useful strategy for G. She has class with me in
the morning and Math in the afternoon, so we have already seen each other once
before Math class.

A. The Lesson

1. Introduction (5 minutes)

Bell work: Multiplication sheet of 7’s facts.

Today we are going to review mental addition, and number family tables that
compare. We are also going to learn something new with multiplying fractions and
simple equations. And as always, we will be doing a lot of adding and subtracting,
multiplying and dividing.
Yesterday we worked on mental math and finding the number that we added to
get the sum, we will start today reviewing some mental math.

2. Content Delivery (35 minutes)

Exercise 1: When we are doing mental addition with bigger numbers, remember
that we think about the ones place. Tell me the answers to some problems:
27 plus some number equals 29. What number? (2)
27 plus some number equals 30. What number? (3)
87 plus some number equals 89. What number? (2)
(Correction: think of the one’s addition problem. Do we need to make the tens
get one bigger?)

Exercise 2: Part 1 in the textbook. These are equations that tell about the
numbers you multiply and the numbers you add. We have done these before.
Remember, make a box right under the times sign and write the correct number
for multiplying by 7 in that box. Work Problem A now.
(Write the problem on the board and have her self-check)
Work the rest of the problems in Part 1. (to check, ask her to read each
equation)

Exercise 3: Open your workbook to lesson 63 and find part 1. These tables are
supposed to show the number of blue cars and red cars on X Street and Y
Street. The first table shows numbers for 10:00 in the morning. The second
table shows numbers for 5:00 in the evening. There is a fact under each table.
I’ll read the fact: On X Street, there are 12 more blue cars than read cars. That
sentence compares cars on one of the streets. Which Street? (X Street)
 Make a number family for that fact, showing 3 names and a number. Stop
when you have done that much. (make number family arrow on the
board) Here is what you should have. (correction: if placement is
incorrect, review the statement without the number and decide which is
bigger)
 Now look at the table. There is a number in one of the cells for X Street.
Write that number where it belongs on your arrow. Where does it belong?
(Blue)
 Now figure out how many red cars there are. How many red cars?
(correction: discuss subtraction error) Write that number in the table.
 Now you have enough numbers to figure out the rest of the numbers, but
you will do that later.

Look at table B. Read the fact under the table and make the number family with
3 names and 2 numbers. (check for accuracy) Now figure out how many blue
cars are on X Street (Check for accuracy) Write that number in the table for blue
cars on X Street. You will finish the table later.

Exercise 4: Open your textbook and find part 2. This is a number map for
counting by 6. The numbers for 6 end in 2, 4, 6, 8, or zero. These numbers
county by 2’s. The numbers in the second column are easy to remember
because the last digit of each number tells how many times you count.
 12 – that’s the number for 6 times 2. What the last digit of 12? (2)
 24 – that’s the number for 6 times 4. What’s the last digit of 24? (4)
 Practice a couple more until firm
 I’ll say every other number for counting by 6, you’ll say the number in the
second column. 6 – (12), 18 – (24), 30 – (36), 42 – (48), 54 – (60)
 Let’s try it again without looking.
 Now go back to your workbook and find part 2. This is a number map for
6’s. Write the numbers in the second column.
 Check for accuracy and then read the first column and she the second
again.
Exercise 5: find part 3. You are going to write mixed numbers for each fraction,
without using a number map. Remember you start by saying a number that gets
you close as you can to the top number.
 Look at fraction A. 13 thirds. 13 is not a number for 3’s. What is the
number that comes just before 13? (12)
  Say the question for 12. 3 times what number makes 12? (4) then figure
out the fraction you add to 4.
 Look at fraction B. 17 thirds. What’s the number for 3’s that comes just
before 17? (15) Say the question. (3 times what number is 15?) What the
answer? (5) Then figure out the fraction you add to 5 wholes.
 Repeat with additional problems until firm
 Now go back to problem A and work it. (check for accuracy, if accurate
have her complete the rest of the problems. If not accurate, return the to
questions step by step once more)

Exercise 6: Find part 4. Part of the fraction you multiply by is missing. Part of
the answer is missing.
 Problem A, say the question for the bottom numbers (6 times what
number equals 6) What the answer? (1) Say the question for the top
numbers. (4 times 3 equals what number?) What’s the answer? (12)
Complete the equations for A, then work the rest of the problems.
 Read your equations. (correction: ask the question and have her give the
answer or have her ask the question aloud and answer it)
 For some problems, you multiplied by 1 so you ended up with the same
value you started with. Write the equation for each of those problems in
the space after the problem.
 Let’s check. The first problem is B, read the equation you wrote in the
box. (7 halves equal 14 fourths) The next problem is D. Read your
equation. (5/4 equals 45/36)

Exercise 7: Part 5. All these numbers have a whole number and a fraction. For
some problems, you’ll add or subtract. For other problems you’ll multiply.
Remember that when you add or subtract, you must change the whole number
into a fraction that has the same bottom number as the other fraction. When you
multiply, you can make a simple fraction that has a bottom number or what? (1)
 Write the problem with the correct fraction for the whole number and write
the answer.
 Read the equation you wrote for each problem. (correct any errors with
review of what needs to be done)

Exercise 8: Find part 3 in your textbook. For each of these problems, you’ll make
a number family for the two things that re compared.
 Problem A: Van bought the radio and still had $4.60 left. Which is more,
the money Van started out with or the price of the radio? (money he
started with) So Van’s money is the bug number for that problem.
  Problem B: Jan needs $13.13 more than she has to buy the radio. Which
is more, the money Jan has or the price of the radio? (price of the radio)
The radio is the big number for that problem.
 Work problems A and B, just those 2 problems.
 (Write the number family arrows on the board.) These are the family
arrows you should have for A & B. Read the problem and the answer for
problem A. ($4.60 + $65.24 = $69.84) So how much money did Van start
out with? ($69.84)
 Read the problem and the answer for problem B. ($65.24 -
$13.13=$52.11) So how much money does Jan have? ($52.11)

3. Closure (2 minutes)
Today we learned more about complete equations that involve multiplying and
writing simple equations for problems that multiply by one. We also learned our
number map for counting by 6! I know you have been waiting for that! We also
reviewed mental addition, comparing numbers in a table and with prices. I
encourage you to keep working on math facts and a flash at home or in your free
time to practice adding and subtracting.

For your independent work today, you’ll work problems C & D. Remember to
compare the amounts the person has with the price of the object. One of those
amounts is the big number. Then work parts 4 through 11 and go back to part 1
in your workbook and figure out all the missing numbers in the tables. Thanks for
working hard today!

B. Assessments Used

7’s Division Fact Sheet: Was she accurate? Did she have automaticity?

Observations during guided practice: Did she understand the concept of

comparing and discerning the number that was bigger? Did she add and subtract
accurately? Did she understand how to create a mixed number? Could she
successfully complete the 2 operation equations?

Observations during independent practice: Did she understand the concept of

comparing and discerning the number that was bigger? Did she add and subtract
accurately? Did she understand how to create a mixed number? Could she
successfully complete the 2 operation equations?
 Independent Work: Could she complete the work independently? Was her work
accurate? Was she able to create number family arrows discerning which number was
the biggest number?

C. Differentiated Instruction N/A

D. Resources

SRA Connecting Math Concepts Level D

Lesson Reflection

I believe the lesson went well. G. was on task for the majority of the lesson, although
being the first class after lunch, I may need to incorporate some movement as she
seems to get sleepy, even though the lesson moved along fairly quickly.

She still struggles with basic facts when working independently. I already give her a
multiplication fact sheet every day for bell work, so I may need to mix in some
addition and subtraction fact sheets too. I have noticed she does not have any
automaticity with making a ten. This is something else I need to work into our weekly
routines. She has made progress since the beginning of the year, so I am pleased
with the curriculum choice made.

I think the pace of the lesson was about right. She tends to get in a rush, so I have to
work to keep her starting to work before we are finished with the direct instruction
first. When she begins her independent work, she becomes much more careless
with her work and makes careless mistakes. I will try sitting with her silently while
she works off and on throughout her work to remind her to work carefully.