Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Ravyn DeWitt Date: 11/4/18

Subject/ Topic/ Theme: Place Value (Rounding Decimals/Summative Assessment) Grade:
5th________________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is a summative of all the information the students have learned throughout the unit. They will recall their knowledge on
place value, comparing decimals, and rounding decimals.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Discuss and work in groups to play jeopardy/kahoot. X (U) X
 Create a 4-digit decimal number. X (C)
 Identify the different place values within their decimal. X (U)
 Write out the standard, expanded, and word form of a decimal. X (An,
Ap)
 Draw out the comparing decimals symbols (e.g. <, >, =). X (Ap) X
 Use their symbols to order the decimals in order from least to greatest. X (Ap)
 Round the lengths of objects to specific place values. X (Ap)
 Create real life examples of when to use decimals in everyday context. X (C)
 Self-evaluate themselves and their unit progress. X (E)
Common Core standards (or GLCEs if not available in Common Core) addressed:
 N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its
right, e.g., one is 10 tenths, one tenth is 10 hundredths. [Extended]
 5. NBT.3 Read, write, and compare decimals to thousandths.
 5. NBT.4 Use place value understanding to round decimals to any place.
 N.FL.05.20 Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness. [Core]
(not including fractions in this unit).

(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

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
 Students need to understand basic place value (tens, hundreds, thousandths).
 Students need to understand multi-digit whole numbers.
 Students need to understand/recall mathematical vocabulary relating to the unit (place value,
round, greater than, expanded form).
 Students need to understand/recall mathematical vocabulary learned in the previous lessons
(place value, word, expanded, standard forms).
 Students need to be able to read/understand word problems.
 Students need to be able to identify what the decimal does in number.
 Students should know how to write numbers in standard, word, and expanded form.
 Students should be familiar with and be able to use a place value chart appropriately.
 Students should be able to read, write, and evaluate numbers that are greater than or larger
than one another.
 Students should be able to round decimals through the thousandths place.
 Students need to be able to give real life examples of decimals, place value, rounding.
Pre-assessment (for learning):
 Students will review what they have learned in the previous lesson by playing jeopardy/kahoot and
recalling how to round decimals.
 Students will go over questions that they have about the unit content.

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 Formative (for learning):
 Students ability to create a decimal of their own and identify the places.
 Students identification and utilization of standard, expanded, and word form.
 Students drawings and proper usage of the greater than, less than, and equal to symbols.
 Students knowledge of rounding and how to properly round an equation to specific place values.
 Students real life application skills.

Formative (as learning):

 Students ability to ask questions and acknowledge when they are confused.
 Students effort in showing what they know.
 Students explanations behind their answers and how they got them.
 Students participation in the group activities.
 Students level of engagement in the test/large group activities.
 Students self-evaluation on their knowledge/mastery of the unit.
 Students self-evaluation on their understanding/feelings towards the content.
Summative (of learning):
 Students will have completed jeopardy and the test assessment.
 Students will have correctly answered the questions on the summative test assessment.
 Students will have given real life application examples of when to use rounding in real life.
 Students will have shown their work.
 Students will have self-evaluated themselves on their student rubrics.
 Teachers assessment of the student’s individual participation/effort/knowledge of the unit on her
personal rubric.

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
What will it take –
reflection
neurodevelopmentally, - Students will have the
experientially, opportunity to self-
emotionally, etc., for your evaluate themselves on
students to do this lesson? their knowledge/thoughts
about the content on their
rubric assessment.
- Students will go over the
I Can statements with the
teacher and expectations.
- Students can self-assess
themselves by comparing
their answers in
kahoot/jeopardy.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
- Students can apply their
knowledge from previous
lessons and apply it to the
test so they are able to
successfully complete the
problems.
- Students can activate
previous knowledge by
reviewing their content
from previous lessons
(e.g. handouts, popsicle
sticks, rounding poster,
place value charts).
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
- Students can assess their
long-term goals by
evaluating on the rubric
how well they have
grasped the content.
- If students are struggling
with strategies for test
taking, they can use their
previous handouts as a
reference (e.g. the lower
ability students).

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 Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
- Students can optimize
challenge by attempting
to write a problem with
more than 4 digits on the
test and evaluate their
values.
- Students can collaborate
in groups during
jeopardy/kahoot and
review materials together
if they need more help.
- Students can receive
feedback from the teacher
on confusing concepts by
reviewing before the test.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Students with disabilities
may choose to take the
test at a later time when
the teacher is able to go
over it with them.
- Students with behavioral
issues with have their “on
task charts” and will be
separated from other
students with behavioral
issues.
- Ms. Zink will take away
class dojo points if
students are disruptive.
- Teacher will add blurt
points to the chart if
students are speaking out
of turn, to encourage
students to raise their
hands and realize when
they are speaking out of
turn.
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Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language
- Students will have the
- Students can clarify ability on several
vocabulary before the test occasions to write or draw
by discussing with the their answers in whatever
teacher or table groups. way they need.
- Students can connect - If students need another
language from previous way to take the test, they
lessons to apply it to the can verbally take it with
test. the teacher.
- Students can recall their - If students need someone
various symbols in order to read them the questions
to utilize them in various (many students have
contexts. reading problems) they
can ask the teacher to
help them.
- Students can write out the
place value positions
instead of
circling/underlining.
- Students may write out
the symbols instead of
drawing them.
- Students can draw or
write out their real world
rounding examples.
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
- Students will have -Students will be able to work with
several ways to show other students during
their knowledge in jeopardy/kahoot.
whatever ways they -Before the test, students may ask
understand the best each other questions to clarify
(drawing/writing/describi concepts.
ng).
- Students can move to a
different area in the room
if they need to get away
from distractions and
focus on the test.
- Students can move
towards the front or ask
to change desks when
play jeopardy if they are
not able to see from their
current seat.
- Students can write their
decimal on their notecard
in whatever way works
best for them.
  Overhead board
 Chromebooks (for students)
 Laptop (to play jeopardy/Kahoot)
 Screen
 Rounding decimals poster
Materials-what materials
 Colored markers
(books, handouts, etc) do
 Notecards
you need for this lesson
 Pencils
and are they ready to
 Test packet
use?
Resources:
 Rounding Coaster (2018). In PowerSchool Learning. Retrieved October 29, 2018, from
https://tusd.learning.powerschool.com/tlarson/timlarson1/cms_page/view/8103487#
 Rounding Decimals Jeopardy Game (2017). In Jeopardy Labs. Retrieved October 26, 2018,
from https://jeopardylabs.com/play/rounding-decimals-jeopardy-game
 Students will be at their seats in their desks to play jeopardy/kahoot so they are able to easily
distinguish the various teams. Students will be in the same formations when they take the test
portion 1 (section 3.2 with the colored markers so it’s easier to distribute materials). After this
section of the test they may remain where they are or take a clipboard and sit somewhere else
How will your classroom in the room away from other students/distractions. Students may get test folders to hide their
be set up for this lesson? answers from other students.

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.
15-20  If jeopardy was not played during the last  Students will play review jeopardy/kahoot
Motivation lesson (if there was not enough time), the and compete against their table groups to
(opening/ teacher will review rounding decimals review rounding decimals from the
introduction/ with the students by playing jeopardy. previous lesson.
engagement)  The teacher will use the table groups to
create team names and the students will
work with their tables to come up with an
answer using their whiteboards. They will
play the game until all the questions have
been answered or until the teacher
believes they have a firm grasp on the
material.
 If jeopardy was played, the teacher will
have all students get out their
Chromebooks (if not enough
Chromebooks per person, they can share
with a partner) and students will
participate in a Kahoot quiz (created by
the teacher) as a review of previous
content.
Development  Teacher will use this time to have students
(the largest participate in the summative assessment of
component or the entire unit (3.2 = place value of
main body of decimals, 3.3 = comparing and ordering
the lesson) decimals, 3.4 = rounding decimals).
 Before the assessment, the teacher will  Students will have time to ask questions
review/go over any previous material or about any confusing material/content
questions students have about what they within the past unit and go over their
have learned throughout the unit. misunderstandings.

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  The teacher will have put her rounding
decimals poster up on the board for the
assessment (third part).

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  For the first part of the assessment,  Students will write a 4-digit decimal
students will be evaluated on their number of their choosing on the notecard
knowledge of place value. Students will in front of them.
each be given a 3x5 notecard. They will
be told that they need to write a 4-digit
decimal on the card of their choice. They
can write or draw their decimal in any
way they desire, but it must represent the
ones, tenths, hundredths, and thousandths
place (e.g. teacher will write 3.456 on the
whiteboard).
 Students will have colored markers at  Students will use the colored markers at
their tables. The teacher will give out the their tables and follow the teacher’s
following directions (e.g. Write your name directions to underline/circle the place
on the top of the notecard. I want you to values.
underline the ones place in pink. I want
you to circle the tenths place in yellow. I
want you to underline the hundredths
place in blue. I want you to circle the
thousandths place in green. Note: Students
may also individually write out the
specific place values underneath each digit
if they prefer to write it out instead of
drawing/underlining/circling).
 Students will be asked to write on the  Students will identify what form of the
same side of the index card what form decimal they just wrote on their notecard.
they just wrote their decimal in: standard
word, or expanded??
 Students will flip over their index cards.  Students will flip over their index cards
The teacher will explain to students they and write their decimal in word and
need to write their decimal in word and expanded form.
expanded forms. She will write an
example of her decimal (3.456) on the
board and write it in expanded and word
form so students can have a model).
 After this, the teacher will collect the  Students will hand in their notecards and
students cards and move onto the 3.3 and be given the rest of the test in a packet.
3.4 test portion (stapled packet).
 On the 3.3 section of the test, the teacher  Students will draw out the greater than,
will have students draw out all of the signs less than, and equal to signs.
they learned (e.g. greater than, less than,
equal to Note: If students want to write
out what the signs mean instead of
drawing them, they may do this as well.)
when learning comparisons between
decimals.
 Teacher will then have students use the  Students will use the symbols to identify
signs they drew above to complete 4 greater than, less than, and equal to
problems on greater than, less than, and statements.
equal to (fill in the blank portion).
 Students will move onto section 3.4 of the  Students will round the lengths of the
test. Students will have several real-world objects to the designated place values.
examples of objects and their lengths (e.g.
a picture of a pencil that is 5.6 inches in
length). Students will be asked to round
the lengths of these objects to specific
place values (e.g. round the length of the
pencil to the tenths place).

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  Students will make a real life rounding  Students will give examples of
decimal connection, by answering what items/things they can round in real life.
things they can round in real life. Teacher
will ask students to list some examples we
talked about in class. (e.g. time, distance,
height, weight Note: students may draw
out examples as well if they don’t want to
write).
 On the next page of the test, the teacher  Students will complete the self-evaluation
will have students self-evaluate section of the test and assess themselves
themselves and answer several questions and their work throughout the
about their comfortability with the unit/content.
material (e.g. How do you feel you did on
the test? Do you think you understand
place value and decimals? What was the
hardest part of this unit for you? What is
one thing you learned this unit? What did
you enjoy about this unit?).
 Teacher will have students self-evaluate  Students will fill out the rubric based on
themselves and their effort based on the their own perceptions of how well they
final self-assessment unit rubric at the end did.
of the test (participation, effort,
explanation, book work) on the last page.

 Teacher will have students hand in their  Students will hand in their tests and rubric
tests and rubric evaluations. evaluations.
Closure
(conclusion,  Teacher will ask students if they have any  Students can ask/go over any questions
culmination, further questions/confusions. they have on the test or general material.
wrap-up)  Teacher will grade the tests and provide
feedback for the students in the next class
session (e.g. students will go over the
entire test with the teacher in the next
class session).
 Teacher will also fill out her individual
rubric on student assessment for each
student.

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.)

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I was a little nervous for this lesson, because it required a lot of behavioral management on my part. For my motivational piece, we
began the lesson by playing our jeopardy game. Initially, I had my hesitations about this, because I knew it would be easy for my
students to become out of control, and I didn’t know how they would react transitioning from a game to taking their unit assessment
test. There were definitely pros and cons to this approach. I think my students were definitely intrigued by jeopardy, because it was a
new game they had never seen before, and we don’t often play games during math. From this aspect, I was glad that it grabbed their
attention, because I could tell as they played, they were having a good time. However, with games comes the issue of behaviors
getting out of control, and this was something I experienced. I divided the students into teams, but some students got angry when
they had less points than other teams or answered incorrectly, which caused problems between teams. Some students attempted to
hog the whiteboards and 2 students started yelling across the entire room when things didn’t go their way. I was constantly quieting
the class down, and Ms. Zink had to talk to the other 2 students so I could lead the game. I felt like the students were almost too out
of control to continue, but I didn’t want them to miss out on this opportunity. I think I handled the situation well for what it was, but I
wish Ms. Zink would have stepped in a little more to help. Looking back, I might have handled the students with bad behaviors in a
different way. I should have removed them from the situation completely and sent them out in the hall to cool down or removed them
from their table groups, explaining that if they couldn’t play nicely, they couldn’t play at all.

Although I wish the behavior of my students would have been better, besides this, the lesson went over well. They transitioned
smoothly into their test after jeopardy, and we reviewed some of their questions beforehand. Once the test was distributed, it went
much better, and the noise of the classroom reduced significantly. I have not reviewed their tests yet, but it will be interesting to see
how much information they have retained and are able to correctly recall. I also want to look over their own personal self-evaluations
to see how each student thinks they did on the unit as a whole, what they liked, and disliked. If I were to change this lesson, I would
be more explicit about my expectations when introducing a game to my students. I would have put more consequences in place or
have stopped the game if the noise became too loud. In theory, this lesson would work in any classroom, but because my students
have more difficulties staying on task, I think it was a challenge for them.

Overall, I’m decently happy with how the lesson went, because my students improved their attitudes once we took the test and
became more on task. I think it was a straightforward plan especially because the test was implemented into it, but I enjoyed how my
motivational piece presented the information, because the students didn’t have to come in, sit at their desks, and immediately take a
test. Aspects and concepts were gradually brought in piece by piece. After teaching this final lesson, I’m happy to be done with my
unit plan, and I feel accomplished with my work. I know things in the classroom are not always going to work out as I had planned,
but I learned the importance of flexibility, and the need to teach on the fly when situations occur that I had not intended. I think I did
the best I could do and that’s all I can ask of myself. This unit plan truly wore me out in so many ways mentally and physically, and it
was one of the most difficult projects I have ever had to create and implement since I began at Calvin. It challenged me in new ways
and I’m proud of my work and all that I’ve achieved throughout this unit plan.

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