LH+Lesson+plan+2

Lesson Plan Template- ASL III


 * __Lauren Hummert: WFB Middle school__ **

__** 7th grade math **__

__** Instructional Model **__**___Direct instruction__**


 * Estimating Arithmetic Answers**

** Content ** Use place value understanding and properties of operations to perform multi-digit arithmetic.1 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-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. 1. Understand a fraction 1///b// as the quantity formed by 1 part when //a// whole is partitioned into //b// equal parts; understand a fraction //a/////b// as the quantity formed by a parts of size 1///b//.
 * Established Goals: **

Students will understand that we use fractions when we deal with money and that change is a representation of a fraction of a dollar ||
 * Understandings: Students will understand that …. **
 * Students will understand that fractions can be written in common form and in decimal form


 * Essential Questions: **

How would you budget or manage money if you didn't understand fractions? Why do we use money and why is it broken down the way that it is?


 * Knowledge and Skill Objectives: Content aligned with product **

Students will be able to write common monetary fractions in common and decimal form. Students will be able to identify the tens, ones, tenths and hundreths place. Students will be able to represent and monetary value with bills and change.


 * Materials/Resources/Technology: Math 65, paper, pencil, personal white boards/markers/erasers **

dimes, penny's, quarters and nickles, one dollar bills and ten dollar bills, individual place value charts, supplemental worksheet, white board and markers.

** Product ** Students will be introduced to the concepts of writing common form fractions in decimal form. > - Write and example on the board and show students the place values
 * method 1: explain individual place value charts and make sure students understand what it means
 * check for understanding: write more examples on the board and have each student identify the ones, tens, tenths and hundreths place.
 * Method 2: Draw a monetary value on the board and make it with money as a whole class- draw a representation on the board
 * and have students make examples with their bills and coins
 * ex: $12.25 $14.06 $3.14
 * Explain why the $10 is the tens place, $1 is the ones, dimes are tenths and pennies are hundreths'.
 * talk about breaking down a dollar.
 * Have students identify the place values together as a class.
 * Have students get together in pairs.
 * Activity one: One students will come up with a monetary value and the other students will create it with the money and identify the place values. Take turns doing this.
 * Activity two: Give students each a card with two values that have a common number in a different place. Have each student figure out which place values the common number has and have them share their values and line them up so they can see that the place values match up.
 * Students will be given two values such as this: 24.37 and 1.358. Ask each student to write their two numbers on the board. (make sure they line up the decimals- remind them of multiplication if need be)
 * Have the student circle the numbers in the tenths place. Each student should get a chance doing this.

Once students are all able to correctly identify the place values hand out the homework for them to start on. Support students as they become stuck.

Group work Manipulatives
 * Instructional Strategies, Adaptations, and Learning Activities ** :

Assessment: Correct identification of place values on board, correctly portray monetary values with money, work sheet. Assessment: worksheet leson 69

Lesson Analysis/Reflection
> I wasn't sure that they would retain this but I got a great surprise several weeks later. I was observing the same class and they were a bit stumped on a problem that involved the concept I taught them. Then one girl said “oh yeah this is what Ms. Hummert taught us” and they all said “ohhh yeah!” and they were all able to do the work and they also did well on their unit test.
 * 1) The students were productivly engaged the entire time. These specific students are very enthusiastic about the class, and there are only five of them. This makes it very easy to keep them engaged and on task. The only time I noticed any issue is when we were working with the money. One particular student has a very hard time using money to understand place value and I noticed him begin to shut down when we were doing the activity.
 * 2) My instructional goals were met, but not how I expected them to be met. Two of the students had a very hard time understanding the concept so I ended up scrapping what we were origianlly doing and I just cycled through different methods or ways to explain the concept until one of them clicked with the students who didn't understand it. Finally, they both figured it out at the end. I know that they understood because I did a check at the end. First I wrote problems on the board and they took turns being the teacher and explaining to the class how they solved it. The all loved doing this! I also wrote problems on the board and had them do it on a white board. That way I could walk around and it was easy for me to check and see if they were doing it right.
 * 1) One thing I would do very differently was the way I presented the manipulatives (in this case it was money) These particular students are pulled out of regular math and while I took their learning needs in to account for the actual teaching, I didn't think about it when it came to handing out manipulatives. I just pretty much tossed each of them a wad of fake money and jar of change assuming they would figure out what was in it. Next time I would explain exactly what I was giving them (how many of each bill etc) and why I was giving it to them before I even brought it out. I gave the money to them at the very beginning and next time I would wait until we were ready to use it so they aren't distracted by it.