UMF Unit-Wide Lesson Plan Template

Name: Joshua Carey Program: Secondary Ed. Course: EDU 460

Lesson Topic / Title: Elementary Technical Mathematics: Operations with Decimals

Lesson Date: 01/31/2020 Lesson Length: 75 minutes Grade/Age: Grades 11 and 12

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

What the students will be doing: Students will be One of the goals of chapter 1 is to make sure that
learning how to convert between fractions and students understand the basic forms of mathematics
decimals, how to use basic operations with decimals, that they will see applied in the real world. They
and some of the real life applications of fractions and should be well prepared for technical mathematics
decimals. that can be found in many positions.

Connected to -
1. Students will know how to work with whole This lesson revolves around the ability to work with
numbers, fractions and decimals, and compute with decimals, including basic operations, questions that
mathematical operations for each. Students will be would involve the order of operations, converting
able to: between fractions and decimals, and rounding.
a. Add, subtract, multiply and divide whole numbers,
fractions and/or decimals.
b. Use the order of operations involving whole
numbers, fractions and/or decimals.
e. Convert between fractions and decimals.
f. Round appropriately at various place values.

3. Students will know how to relate basic concepts to There are a lot of applied uses of basic mathematics
real life uses and compute applied uses of the concepts. that people need to be able to use when working
Students will be able to: jobs. As it is the real world and many real values do
b. Identify real world applications of the basic not come as whole numbers, it is important that
concepts covered. students can work with fractions and decimals using
basic arithmetic operations to solve real world
problems.

Content Standard(s) Instructional Decisions / Reasoning

Solve real-life and mathematical problems using One of the purposes of this class as a whole is to
numerical and algebraic expressions and equations. teach mathematics with real life applications in
CCSS.MATH.CONTENT.7.EE.B.3 common jobs, including many that don’t require
Solve multi-step real-life and mathematical problems years upon years of post high school education. In
posed with positive and negative rational numbers in this lesson, the students will learn about some of the
any form (whole numbers, fractions, and decimals), real life applications of fractions and decimals, as
using tools strategically. Apply properties of well as the fundamentals of operations on decimals
operations to calculate with numbers in any form; that would be seen in real life scenarios.
convert between forms as appropriate; and assess
the reasonableness of answers using mental
computation and estimation strategies.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre-assessment - Having already done a general In my general pretest, I did cover this material. But I
pretest, this pretest will specifically cover operations felt that it did not correctly display student ability in
with decimals, fraction to decimal conversion, this area. So I created this brief pretest to check for
rounding and the types of jobs that use decimals and understanding before I begin teaching the material.
fractions. I will ask for students to start with the Based on my experiences with the students and what
question of decimals in real situations. I was able to glean from the initial pretest, I believe
that 2 of the students may know how to convert from
fractions to decimals easily, but the rest won’t be as
sure. I will check on student answers as they work,
asking for them to do the real life question first as I
hadn’t pretested on this yet.

Formative Assessment - Moment of ponder: The moment of ponder is an activity that my mentor
Writing on a sticky note and putting it onto the back has been trying to do. My goal is to try to find where
board, what are your favorite types of music (if any)? all of my students are at on the material while still
On a scale from 1 to 5, how comfortable do you feel trying to keep with the daily schedule they’ll have
with the material we covered today? throughout the semester.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning

1. Working whiteboard marker 1. The teacher will be using the whiteboard to

2. Extra paper and pencils teach.
3. Laptops 2. Students may want to write their own notes
4. Notes - and need the paper/pencils.
a. On conversions - Page 1 3. Students will be doing an activity researching
b. On operations things online.
5. Graphic organizers 4. A number of students learn better when they
6. Worksheets don’t need to take notes (based on strengths
 7. Pretest survey) and many have adhd or anxiety (for
8. Sticky notes which giving notes can help them).
5. Some students learn better while taking
notes. This can help guide those students
with their note taking. This is also helpful for
students with adhd or anxiety who can use
the extra structure.
6. Worksheets will be used to give students
structure while researching the topics in jobs.
7. See pre-assessment section above for
reasoning.
8. Sticky notes for the moment of ponder.
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a
variety of instructional approaches, strategies, and technologies that make learning accessible to all learners and
support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

3 min 12:35 to 12:38 - Moment of peace: This is This is a routine that my mentor has been trying to
three minutes where everyone should be silent. do at the start of every class, giving students 3
minutes to relax, reflect, or anything they need to
before starting on material.

10 min - to 12:48 - Pre-test - Having already done a See pretest reasoning above in the assessment
general pretest, this pretest will specifically cover section.
operations with decimals, fraction to decimal
conversion, rounding and the types of jobs that use
decimals and fractions. I will ask for students to start
with the question of decimals in real situations.

15 min - to 1:03 - Lecture style to teach fraction to Lecturing to show the two processes of decimal
decimal conversion. During each portion and after conversion. I will provide multiple examples and give
examples, I will be asking for questions. Start with students the opportunity to try each method for
long division. The first example will be 13/15. The themselves. I will give time for questions after each
second example will be ¾. Then show multiples of 10 method to give students time to ask questions while
in the denominator. Before the 2nd method, I will ask they’re fresh in the students minds. Students will
students to solve 6/11 for themselves without a pair up after they try a problem to help each other
calculator. Then students pair up and quickly discuss learn.
their answers. My first example will be 8/10 to show
the initial process and how to manipulate the
decimal placement as a way of thinking about this. I
will then show ¾ as an example again, using the new
method this time. I will then let the students solve
3/2 with this method. Then students pair up and
quickly discuss their answers. I will end this portion
with any questions.

25 min - to 1:28 - Touch briefly on rounding and

then move into the operations with decimals. During The pretest showed that most students had little
each portion and after examples, I will be asking for trouble with rounding. Only 2 of 9 students either
questions. I will go over example A and E with the did not answer the question or got it wrong. The
class. I will explain borrowing here, though only addition and subtraction of decimals should be
briefly. I will then ask students to do F for a practice faster, based on questions I asked during the day
problem. Then students pair up and quickly discuss before. I asked a question on fractions that involved
their answers. Then I will take questions. Next I will borrowing, where I noticed that many of the students
move into multiplying decimals. I will go over appeared familiar and comfortable with the concept.
example C with the students. I will ask students to do The multiplication and division of decimals will be
B for a practice problem. Then students pair up and more time consuming and difficult, so I split these
quickly discuss their answers. Then I will take up. I am making sure to give ample room for
questions. Next I will move into division with questions during the lesson and after.
decimals. I will go over example A with the students.
Then I will give the students problem B to do as a
practice problem. Then students pair up and quickly
discuss their answers.

15 min - to 1:43 Laptop Portion - Give a worksheet

with topics covered this week. Students will research This will give students the opportunity to connect all
the types of jobs that utilize each topic and give three the material to real life positions themselves. It will
examples of each. Students will also answer the feel more fake than anything if we simply tell them
questions: When is it best to use fractions? When is it what jobs use this type of material. Students will be
best to use decimals? What positions for each? How able to discover for themselves the types of positions
have you seen uses of fractions and decimals in your using the math that they’re learning. This will be
life? Students will get the beginning of Monday’s used as an opener during the next lesson if there is a
class to finish if they don’t finish today. lack of time.

3 min - Moment of ponder: Writing on a sticky note

and putting it onto the back board, what are your See formative assessment in the assessment section
favorite types of music (if any)? On a scale from 1 to above.
5, how comfortable do you feel with the material we
covered today?

Side Plan if not enough students bring their

laptops -
The students won’t be used to bringing their
10 min - We will discuss the topic of fractions and computer in for this class and may forget to bring it.
decimals in real life. I will mover everyone around
one table. When is it best to use fractions? Decimals? The computerless version of the activity will not be
What are the real life cases? I will research these as effective as the computer version, but preparing
topics ahead of time so that I have enough input to myself so that I know many of the real life uses in
move the conversation along when necessary. jobs ahead of time will allow for a good discussion.

3 min - sticky note question as seen above.

Reasoning seen above.

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)

1. I have warned students that the lesson will be There are a number of students with adhd or anxiety.
observed and recorded ahead of time One student has an IEP for it.
2. Schedule on board 1. This is for students with anxiety so they don’t
3. Multiplication table on the back of the pretest have a random unexpected schedule change.
as no calculators will be allowed 2. All students will be able to keep track of what
4. Notes provided is coming up next.
3. Some students may struggle with quick
5. Graphic Organizer for if the students prefer
mental multiplication or just won’t be as
that
comfortable with it as they would like.
6. Side plan for students who forget laptops
4. A number of students learn better when they
7. If students need more time during lecturing
don’t need to take notes (based on strengths
or for the pretest, I will move the computer
survey) and many have adhd or anxiety (for
research to Monday’s lesson.
which giving notes can help them).
8. On the research with laptops, students may 5. Some students learn better while taking
work in pairs if they wish. notes. This can help guide those students
with their note taking. This is also helpful for
students with adhd or anxiety who can use
the extra structure.
6. Many students may forget their laptops and it
is important to have a plan or two for if they
do.
7. Since many students test slower or have
anxiety and adhd, I want to make sure all
students have the time they need for the
pretest. Additionally, I don’t want to rush the
research so the students get the most out of
it. I also don’t want to give it for homework in
case some students don’t have easy access to
an internet connection or a computer at
home.
8. This will minimize the number of laptops
needed. Some students also work better in
groups.
 Field Course Only – Post lesson
Reflection
The lesson went well overall. One thing that I felt would have improved it is if I had done a little bit more
with the pairs of students when they were working on example problems and comparing answers with a
partner. While the students learning together is important to me, I don’t feel that just having them do the
problems and then talk about their answers afterwards was enough. This lesson involves a large amount of
direct instruction and it should be broken apart more to avoid long periods of direct instruction. A big
problem that I have (and not inherently with the lesson itself) is that I don’t give enough time after asking for
questions for students to think about it. I need to slow down a bit at these times to allow for student thought
and to make sure there are no questions. Additionally, the notes I gave for operations on the decimals did not
have the examples worked out. When I was doing some of the example problems on the board, I should have
made it more clear that the students would need to write down the process and solution for the examples.

Teaching Standards and Rationale

Resource Citations:

Fractions, Decimals, and Percents Notes. (n.d.). Retrieved January 31, 2020, from
https://1.cdn.edl.io/YkR47UKoE9QkCphLOgRWPkxu3DdcTr9Ji9GJqmTcJR7fdBdE.pdf

Operations With Decimals. (n.d.). Retrieved January 31, 2020, from

https://www.iroquoiscsd.org/cms/lib/NY19000365/Centricity/Domain/207/Operations with Decimals -
Notes.pdf

Understood for All inc. (n.d.). Line it up. Retrieved January 31, 2020, from
https://assets.ctfassets.net/p0qf7j048i0q/2ywKJuILnXuBAqoRWvQQIo/a01420065080e690957074013af7
00a7/Line_It_Up_Understood.pdf