D A I L Y D O UB L E P L A N
Date: Monday, October 15, 2012
Name: Elizabeth Shewchuck Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards.
Subject/Time: 6 Math
th
Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (5 minutes): Evaluate: 5 -(3*5)+12/6 I am circulating and narrating as the students work for 5 minutes on the Do Now in their binders. State Lesson Objective & Lesson Agenda Today we will be learning about divisibility rules. These rules help you to be able to tell I Do Input (1-2 Key teaching points): Read Aloud first 6 pages of 100 Hungry Ants Record the first two ways that the ants lined up on the board, and ask students how they might line up next? Entertain answers, until someone says 4 lines of 25 I will finish reading the text, recording the different ways that the ants line up as the story goes on. I will then explain that all of the numbers on the board are the FACTORS of 100, so they can all be multiplied by another factor to equal 100. Check for Understanding: I will be circulating as I ask questions of how the ants will line up next, and as I read the story. I will also cold call to see who knows the next way they will line up. We Do Guided Practice: I will put the number 16 on the board, and ask students to think for 10 seconds about what factors they know for the number 16, or what numbers can be multiplied to equal 16. After 10 seconds, I will have students share their thinking with an elbow partner for 20 seconds. I will then cold call to see what factors the groups came up with for the number 16, and record them on the board. Check for Understanding: I will check for understanding by cold call strategies. I will also have students write on a post it what they think the factors, or the numbers that they can multiply to equal 16 are during the thinking stage and collect them before the pairing stage. This will help me identify who needs help.
2
IL: 6B3b- Apply Primes, factors, divisors, multiples, common factors and common multiples in solving problems
Working at level 0 as they come into the room. The CHAMPS expectations are posted, and students are working on their Do Now, sitting in their seats, if they need help they are to look in their binders for notes/hints.
Students are sitting in their seats at a level 0, with binders out on their desks and a pencil for notetaking Students are tracking me at level 0, raising hands if they have questions.
Objective(s) SWBAT: Students will be able to develop strategies for finding factors by creating models.
Students are listening at a level 0, and answering questions at a level 3.
D A I L Y D O UB L E P L A N
Vocabulary words/Key Concepts: Factor Modifications/ Accommodations -Read problems out loud to students -Change Exit Ticket to be a short answer format, not multiple choice -Project pages in front of the room and zoom in enough so that all students can see
You Do Independent Practice: I will give each table group a set of numbers that they are responsible for finding the factors for. They will model these factors on a piece of construction paper, and I will give them tape to post it on the board. Students will have 15 minutes to find their factors and post them on the board, and then we will have a gallery walk so that other students can add thoughts or factors that students may have missed. Check for Understanding: - I will be circulating to check that students are doing the problems correctly. I will also be conferencing with students who seem to be off track or behind in the process. Exit Ticket (aligned to lesson objective) or assessment: What are the factors of the number 45?
Students are working at a level 2 at their tables, asking group members for help if they need it. The gallery walk will be at a level 1 for 7 minutes.
Students complete the Exit ticket independently at a voice level 0 at their desks. When they complete it, they are to stand up, push in their chairs, and hand the ticket to me before they leave the room. I will be standing at the door to collect the tickets as students leave.
Closing/Preview for next lesson: Materials & Technology -ELMO - We will summarize this lesson by asking a student if they can name what all three properties are that we -Whiteboard/Markers have learned and how they are all different. -Teachers Manual for sample answers -Markers -Colored Paper Homework: Tear out Page 73 from your book
