ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 7

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to wrap up the passed unit by taking a end of unit test.
How does this lesson tie in to a unit plan? (If applicable.)
This unit serves as a wrap up for the passed unit we have accomplished.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I Can

Use and understand fractions

Organize objects by longest to shortest
Measure an object using different units
Recognize the attributes of different shapes (both 2D and 3D)

Common Core Standards:

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third
object.

CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a whole number of length units, by laying multiple copies of a
shorter object (the length unit) end to end; understand that the length measurement of an
object is the number of same-size length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a whole number of length units with no gaps
or overlaps.

CCSS.MATH.CONTENT.1.G.A.1

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.

CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and compose new shapes from
the composite shape.1

CCSS.MATH.CONTENT.1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe
the whole as two of, or four of the shares. Understand for these examples that decomposing

into more equal shares creates smaller shares.

II. Before you start

Prerequisite knowledge
and skills.

Basic number sense

Understanding of counting and 1:1 correspondence
Previous knowledge of shape attributes.
Understanding of 2D shapes
Previous knowledge of fractions and how they are written and displayed.

Formal:
The students will be working on their unit test that will be turned in
and checked for understanding.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

RECOGNITION
Multiple Means of Representation
Options for Perception

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
The students will still be doing a
workshop so they will be
switching groups and switching
perspectives.

The test will be taken in small groups, so it

will be read to them as they take it.

Options for Expression

Options for Sustaining Effort &

Persistence

Options for Comprehension

Options for Executive Function

Options for Self Regulation

The students will be able to show

what they know in formats of
drawings, writing, and speaking.

The students will be able to show

what they know in formats of
drawings, writing, and speaking.

The students will be

independently working on a test
that allows them to stay focused,
not distracting other, and doing
what they need to be doing.

Options for Language/Symbols

The test will be taken in small groups, so it
will be read to them as they take it. This
means they will be able to see and hear the
questions being asked of them.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Unit test
ELMO
Projector
Pencils/Erasers
Paper clips

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Developm
ent

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Before the lesson begins, we will have a quick review of what the test is going to
look like as well as what the students will be doing for an activity.
Once we have looked over the test together as a whole group, the students will be
dismissed gradually to begin the math workshop.

Leveled Groups:
All - Take unit test together
Chrome Book:
iReady Math
Activity:
Math Quiz game show on the iPad

Closure

At the end of the lesson, we will come back together and go over the learned
portion of our KWL chart. This will allow us to see how we grew as a class and what
we can accomplish (as listed as our daily I can statements)
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time: