Isenhour&Grebeck

[|co-teaching lesson plan1.docx]Beloww is a copy of my lesson plan.

** Grade Level: 6th Content: Multiplying/ dividing fractions/ decimals/Algebra ** ** Outcomes/NGSSS: MA.6.A.1.1 Explain and justify procedures for multiplying and dividing fractions and decimals. ** ** Goals/Objectives: Fractions and decimals - Explain the procedures for multiplying and dividing fractions. ** ** Alternative outcomes/objectives: Use ratios and solve proportions. Combine math with practical knowledge to analyze a problem. ** ** Prior Knowledge/Preskills: Items may require the student to apply mathematical knowledge described in the Standards from the lower grades. Identify decimals that are equivalent to commonly used fractions or mixed numbers. Identify decimals and/or fractions from a graphical representataion or a number line. Recognize the relationship between the place values. Identify the place value of a digit to the right of the decimal point. Identify a decimal, fraction, or mixed number between two numbers. ** ** Materials: Measuring cup and spoon, sand, large mixing bowl, Feeding Frenzy Activity sheet, Feeding Frenzy Answer Key, pencil ** ** Co-Teaching Model: Lead and support, multiple groups. Both teachers will participate in the instruction and follow up with students by rotating around the room and interact with student groups. ** ** Motivation: Have students think if they have ever had to double, triple, or halve a recipe. Have students think about how they would adjust a recipe for more or fewer people. ** ** Teacher-directed Instruction ** ** Model of Instruction: Large Group Instruction ** ** Lesson Procedures - Lesson Introduction **

** Explain to students that most recipes tell how many people they will serve, but sometimes you may need to adjust the recipe if cooking for more or fewer people. ** || ** Call on a few students and ask them what they cook and if they follow the recipe. Then ask students if they have ever had to double, triple, or halve a recipe. ** ||
 * ** Content Teacher ** || ** Special Education Teacher ** ||
 * ** Begin by asking students if they cook at home. **

** Expectations: ** ** 1. Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods. ** ** 2. Work flexibly with fractions, decimals, and percents to solve problems. ** ** 3. Develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use. ** ** 4. Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios. ** ** Rationale: Students will learn how to multiply and divide a recipe to feed groups of various sizes. They will use unit rates and proportions and think critically about real world applications of a baking problem. ** ** Guiding Questions: Did you notice any shortcuts as you worked through the problems? Do you think the calculations would been easier if you gave your answer in decimals? Why do you think cooking measurements are made in fractions? What practical knowledge do you need to bake cookies? Is it enough to calculate the quantities of the ingredients? ** ** Guided Practice: Cooperative Learning **


 * ** Content Teacher ** || ** Special Education Teacher ** ||
 * ** Distribute the Feeding Frenzy activity sheet to each student. Explain to students that they will be looking at a recipe for chocolate chip cookies, and modifying it to feed different numbers of people. Before they begin working, let the students know they should give all the answers as fractions because that is how the ingredients are measured. Also, review the common abbreviations for measurements. Allow students to begin working in their cooperative groups on the activity sheet. ** || ** After a few minutes, bring the class together to discuss strategies used. Put an example of each strategy on the board as students contribute. ** ||

** -Closure ** ** Independent Practice/Cooperative Practice: Active students Engagement Strategies **


 * ** Content Teacher ** || ** Special Education Teacher ** ||
 * ** Now allow students time to work on the activity sheet individually, while circulating throughout the room to help where needed and informally check that all students are on the right track. Once students have finished, go over the answers as a class. Ask students what methods they used. Discuss as a class how the different methods all led to the same correct answers. Challenge students to have them consider why different methods can lead to the same answer. Encourage students to bring in real-world baking ideas and experiences into their answers. ** || ** Set up a work station where students can come up and use the manipulatives . As they work, encourage students to measure out the amount of the ingredient to check the reasonableness of their answers. Have the pre-measured amount of each ingredient in the front of the room for reference. This will help students visualize their answers and catch mistakes. ** ||

** Assessment **


 * ** Content Teacher ** || ** Special Education Teacher ** ||
 * ** Give students another recipe and ask them to find the amount of each ingredient needed for a different number of servings. ** || ** Monitor students and provide alternative assessments for students with modifications. Allow student to respond verbally, reduce the number of items, and provide manipulatives for hands on demonstration of servings. ** ||

** Extensions: ** ** 1. Students could plan an entire dinner party for 12, complete with shopping list. Have students bring in recipes for the dishes they want to prepare, and then adjust all the recipes to serve 12. ** ** 2. Many recipe websites can automatically adjust a recipe to the desired number of servings. Have students explore these recipes, and then write about how the conversions they did in class compare to those on the websites. ** ** 3. Have students convert all the units to the simplest form for a particular ingredient. ** ** 4. Students could convert all measurements into grams and other metric units, which are standard baking units in Europe, and then multiply the recipe for 300 servings. How does the process compare using different units? Which units are easier to calculate? Which units are easier to use when baking? ** ** Accommodations/Modifcations: ** ** 1. Time - Adapt the time allotted and allowed for learning, task, completion, and testing. ** ** 2. Input - Use visual aids, hands on activities, more concrete examples, and place students in cooperative groups. ** ** 3. Level of Support -Provide a peer buddy or teaching assistant. ** ** 4. Output - Allow students to give verbal response and to show knowledge with hands on materials. ** ** 5. Size - Reduce the number of items that must be learned. ** ** Access Points: ** ** Independent: MA.6.A.1.n.a Express and represent fractions, including halves, fourths, thirds, and eighths, using number names and numerals. ** ** Supported: MA.6.A.1.Su.a Express, represent and use fractions, including halves, fourths, and thirds as parts of a whole and as parts of a set, using number names. ** ** Participatory: MA.6.A.1.Pa.s Recognize part(half) of sets of objects. ** ** References: ** ** NCTM Illuminations: Feeding Frenzy Lesson Plan **

Hello! Below you will find my lesson plan. I look forward to working with you! :)
 * [|MAE6337_Isenhour_LessonPlan_DRAFT.docx] ||

Regards, Tipton Isenhour

LESSON PLAN

CONTENT AREA: Statistics and Probability NAMES: Tipton Isenhour & Grebeck GRADE LEVEL: Sixth (regular) TITLE or TOPIC: Measures of Central Tendency

NEXT GENERATION SUNSHINE STATE STANDARDS:

Benchmark Number: MA.6.S.6.1 Benchmark Description: Determine the measures of central tendency (mean, median, mode) and variability (range) for a given set of data.

Benchmark Number: LA.6.1.6.1 Benchmark Description: The student will use new vocabulary that is introduced and taught directly.

UNIT: Data Analysis

GOAL: Students will understand various methods for measuring data.

OBJECTIVE: The student will determine the mean, median, mode, and range of a set of data.

MATERIALS: Worksheet, pencil, paper, calculator

PROCEDURES: Introduction: To introduce the lesson, the teacher will begin by defining mean, median, mode, line plot, and extreme values that affect the mean. The teacher will say the definitions out loud, as well as write the definitions on the board. The student will take out his/her journal and write down all of the definitions.

The teacher, after introducing the lesson, will work with the following worksheet to teach the lesson:

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The teacher will begin after introducing the definitions of mean, median, mode, range, and line plot. The teacher will write a set of data on the board. Then, the teacher will verbally let the class know they are looking for mean, median, mode, and range from that set of data. The teacher will calculate mean, median, mode, and range and put the answers on the board. Additionally, the teacher will construct a line plot of the data. The teacher will do 2 more practice problems before assigning problems for the class to do individually. After assessing the students’ progress throughout the lesson, the teacher will use the data from one example to construct a line plot. The teacher will do two more examples of line plots from a given set of data, then assign the class to construct line plots from their previous practice problems.

The teacher will do one example of each problem from the worksheet on the board. The teacher will walk the class through the problem step by step. The teacher will ask if there are any questions with that example and if every student understands how to find mean, median, mode, and range given a set of data. The teacher will them do one more practice problem on the board. After that example, the teacher will assign one practice problem to the class for them to work on individually. The teacher will assess the students by walking around the room to see their comprehension levels. If it appears that most of the class understands the lesson, the teacher will then teach the class how to construct a line plot from a set of given data. The teacher will do two examples on the board, pause for comprehension and for questions, and then assign two more practice problems to the class. The teacher will again walk around the room to see whether students understand the lesson thus far.

Remediation: For those students who do not complete objectives, they will schedule a time to visit the teacher either during lunch time or after school, to further discuss the lesson. This way, the student will have one-on-one time with the teacher to ask specific questions about the lesson/vocabulary/content material that was confusing to him/her.

EVALUATION: The teacher will assign 5 problems that each include a different set of data. For each problem, the student will calculate mean, median, mode, range, and construct a line plot. The students will write a one-paragraph response on why different sets of data produce different variations in mean, median, range, and mode. They will explain what happens if all of the numbers in the data are close, or if they are very different numbers, what happens to the mean, median, range, and mode. || Here is the feedbakc on your lesson plan.

 **Include accommodations for ESE and ESOL students. Here are some ESE and ESOL accommodations that you may want to use.** || ** 1. Provide students with copy of notes ** ** 2. Use cooperative learning ** ** 3.Break assignments into a series of smaller assignments ** ** 4. Use preferential seating ** ** 5. Use hands-on activities, pictures, or diagrams to provide alternate ways of learning abstract concepts or complex information ** ** 6. Adapt the time allotted and allowed for learning, task, completion, and testing ** ** 7. Reduce the number to items the student is expect to learn ** ** 8. Allow a verbal response or allow students to show knowledge with hands-on materials **
 * Your name: Stephen Grebeck ||
 * Partner’s name: Tipton Isenhour ||
 * 1. What are the strengths of the lesson (include aspects such as content, structure, UDL, accommodations, assessment, etc.)? **This lesson is very well planned out. I like the use of the worksheet to teach the lesson. This lesson also includes remediation for the students who do not understand the objectives of the lesson.** ||
 * 2. What are potential areas for improvement?
 * 2. What are potential areas for improvement?
 * **__ ESE Accommodations: __**

**__ ESOL Accommodations: __** ** 1. Use visual aids, concrete examples, hands on activities ** ** 2. Use cooperative groups ** ** 3.Simplify task directions ** ** 4. Build on what students already know ** ||
 * 3. General Comments ||

** Try the use of cooperative learning and small group instruction as well as using technology in your lesson. **

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 * [|Isenhour_LessonPlanFeedback.docx]

Your name: **Tipton Isenhour** ||
 * Partner’s name: **Stephen Grebeck** ||
 * 1. What are the strengths of the lesson (include aspects such as content, structure, UDL, accommodations, assessment, etc.)?

**I really like the idea/structure of this lesson plan, and think the lesson’s theme has significant real world value. I like how you first thoroughly explained the concept of the lesson, broke the student up into cooperative learning groups, and then had the students work individually after that. Also, I liked that you made sure to walk around to check for comprehension throughout the process. I feel this is a great way to make sure the students successfully understand the lesson.** **For each step of the lesson, I think it was helpful that you included what the special education teacher would be doing, as well as the regular content teacher. The layout of each step was easy to understand and the accommodations provided for special education students were extensive and thorough.** ||
 * 2. What are potential areas for improvement?
 * 2. What are potential areas for improvement?

**I’m curious to know how much time you allotted for the entire lesson. The Feeding Frenzy activity sheet is passed out and the students begin working in their cooperative learning groups. How long are they given for this portion before starting to work individually? Should they work on all the calculations (question 1) as a group, then start on questions 2-4 individually? I wasn’t sure about that. Would the assessment portion of your lesson be completed in class or for home learning?**

**Also, and this is very minor, but there are a couple of grammatical errors in your lesson. I think spell-check should take care of it!** ** :) **

**Other than that, I think your lesson is great!** ||
 * 3. General Comments ||
 * This is a great lesson and I think it is very age appropriate! The accommodations you provided will make this lesson easy to teach to any learner. Sixth graders will be excited about this lesson, although a lesson like this would work best after lunch so the students think about the lesson and not on the food they are “preparing”** ** :) **
 * Great job!**
 * Great job!**