Professional Documents
Culture Documents
Date: 01/26/15
Class: Mathematics
Rulers
Pencils
Markers
Construction paper
Chart paper
Math notebooks
Student journal
Printout worksheets (letter paper, problems)
Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
Module 6, Lesson 3
a. Introduction (~10-15 minutes)
1. Introduce the DO-NOW to the students and have them complete it in their math notebooks.
DO NOW Problem on the whiteboard. Students will complete the problem in their math
notebook. Problem: Carlos and Mia were comparing the numbers 15 and 5. Carlos said that 5
is 10 less than 15. Mia said that 15 is 3 times as many as 5. Who is right?
2. I will be walking around the classroom assisting students with any questions they have, but
will not be giving them the answers.
3. I will then go over the problem with the entire class as a whole.
Who is right? What observations did you make? What strategies were used to figure out who
was right?
4. Introduce tape diagrams using Mia and Carlos.
Mia is showing 5 x 3 = 15 using a tape diagram.
5
5
5
10
1. Students will be given letter paper and asked to choose a popsicle stick. Each popsicle
stick has a students name on it. The person that they choose will be the person that
they are writing the letter to.
2. Their letter should begin with Dear ___________, and then the word problem that they
choose.
3. They give the letter to that person and they solve.
4. Once complete they give the letter back to the person that wrote the problem and they
check their work. They give them feedback on what they had done.
c. Concluding (~5 minutes)
Exit slip Journal entry
Today I learned
I still have difficulty with
Will visually check journal responses.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
If students finish their group work early they can create a word problem using
multiplicative or additive comparison. Then, they can work with a partner and have
them solve it using a tape diagram.
Grouping will be based on their ability and problems will vary based on this.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Some students may need further assistance with their problems and I will be walking
around to assist individual groups.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]