Technology Integrated Lesson Plan

Technology Integrated Lesson Plan

Name: Gabriela Diaz, Bryan Williams Paulsen, Alejandra Lopez

Class: ETC 447

Date: February 21, 2023

I. RATIONALE: 

The lesson is being taught to meet the Arizona State Standards for 6th Grade Mathematics: 6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.

II. OVERVIEW

Grade Level: 6th Grade

Subject(s): Math 

Topic of Study: Using the Standard Algorithm for Division with Decimals

Time Allotment: 90 minutes 

Standards: 6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples 

6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.

Objectives: The learner will fluently divide multi-digit numbers with decimals using a standard algorithm for each operation. 

 The learner will fluently divide multi-digit numbers using a standard algorithm for each operation.

The learner will correctly move the decimal in division problems involving decimals.

III. IMPLEMENTATION

Procedure:

Hook for Learning: 10 Minutes

Open a conversation with the students on whether they have ever had some money and wanted to buy a bunch of something. Allow students to volunteer any experiences they had with doing this. After they have had a chance to offer their experiences, use a personal story. “When I was younger, I saved up most of my allowance for a month. This gave me $4.80. Back in those days, you could get Blow Pops for 15 cents each.” These numbers will be written on the board. “What I wanted to know is, how many of those suckers could I get? What math process should I use to try to figure out how many?” Allow students to volunteer answers until they either figure out it is division or fail to answer correctly. After division is revealed, show students the YouTube video with a song for the purpose of today’s lesson: Long Division With 2 Digit Divisors Song (Decimals & Remainders) - YouTube. 

Modeling: 10 Minutes

Teacher: The teacher will instruct the students to take out their math notebooks and record the example problems that appear on the whiteboard.   The teacher will model how to solve the problem introduced during the hook. The teacher will emphasize that when doing division with decimals, the decimal is moved at the beginning of the problem and that it is based on the divisor. After modeling how to solve the problem, the students will be asked when the decimal was moved.   Next, the teacher will model solving a problem that students would think would have a remainder. The teacher will emphasize that division with decimals is not allowed to have a remainder and that you must keep going until you have no remainder, or the amount of information asked for in the question.   The last example will be a division with decimals problem that involves a repeating number, and the teacher will model how to identify the pattern and how to write the answer correctly. Wrapping up the previous two examples, the teacher will ask the students if division with decimals allows for remainders.   “Do you have any questions about what I just showed you?”     Teacher answers any questions.

Student: Take out a math notebook. Listen and look at the teacher.           Recording the problem. Answering the question with, “At the beginning of the problem.”     Students record the example problem.           Students record the example problem and answer the question with “No.”      Students ask questions if they have them.

Guided Practice: 20 Minutes

Teacher: “Each of you will have a partner, and you will work with your partner to solve three problems.” Pair up the students. “As I come around, I will help each pair with one problem of their choice. If you have a question, then please ask.”   Work on a problem with each group. After the problem is completed, ask for an explanation of how the answer was found.   After each group has completed their problems and given an explanation, the class will be asked, “How can you use this method in your own life?” Allow students to propose ideas. If no response, then mention buying things.

Student:   Students will attempt to solve the problems with the help of their partner, discussing how to do it, and record their results in their math notebook.     Students will explain how the answer was obtained.       “To buy things.”

Independent Practice: 20 Minutes

Teacher: “Using what you have learned from what I have shown you and from your group work, it is time for independent practice. First, take out your laptop or tablet.”   “Next, log in to your Nearpod and open up the math practice.”    “Everyone will play against each other to determine how well you understand it. If you are struggling, then ask me, and I will come to help you.”  Watch for signs of struggling students. Intervene and aid where necessary. Praise students when evidence of correct performance is evident.

Student:   Turn on laptop or tablet.     Open Nearpod.     Solve problems if able, ask teacher for assistance if not.   Accept teacher assistance if struggling and not asking for help.

 Technology Integration: 

• Students will use technology in the beginning when watching the video about the topic of their lesson. 
• During independent practice, they will utilize Nearpod to work on some problems.  
• For the end of lesson assessment, students will play a Kahoot to solve the teacher-created math problems.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following: 

• Cognitive delay: Assign only three problems on the end-of-lesson assessment. Partial credit for correctly performed steps.
• Gifted: Ask them to volunteer their opinions in the class discussion sections.
• ELL:  Have a bilingual student translate for them the important information.

IV. ASSESSMENT

• Procedure: The teacher will revisit the originally stated purpose of the lesson, “Today, you learned about doing division with both numbers having decimals. If you came across a problem like those you saw today, do you think you could solve them?” Allow students to share their opinions. End the lesson with a discussion on what they think is the importance of dividing with decimals. Allow students to share their opinions.
• Assessment: Students will then be instructed to log on to Kahoot and solve the teacher-created problems on division with decimals. There will be five problems, and the learning objective will be met if the student scores 80% correct in the allotted 30 minutes. Students will also be instructed to show their score to the teacher before exiting out of Kahoot.
• Instruments: Long Division With 2 Digit Divisors Song (Decimals & Remainders) - YouTube, www.kahoot.com , www.nearpod.com 

V. MATERIALS AND RESOURCES

• Standard Materials: 1 Marker, 1 Whiteboard, 1 Whiteboard Eraser, 1 List of Prepared Problems for Modeling, Guided Practice, Independent Practice, and Assessment, $4.80 and $0.15, Student Math Notebooks, Student Pencils, Scratch Paper.
• Technological Materials: Laptops/Tablets, Internet Access
• Problems included in the Kahoot assessment: 4.8/0.15 = 32, 0.12/144 = 8.3 repeating, 24.24/1.25 = 19.392, 5.25/1.25 = 4.2, 3.6/1.2 = 3  

Original Lesson Plan

Grade Lesson Plan Template-Level 2 and 3

Date: 11/14/2022                                                                                                                     Large Group

Name: Bryan Williams Paulsen	Title of Lesson: Using the Standard Algorithm for Division with Decimals
Grade Level: 6th Grade	Subject(s) Addressed: Math

 

Part 1: Teacher Pre-Preparation
Teacher Resources: Long division with decimals | Arithmetic operations | 5th grade | Khan Academy - YouTube Learn to Divide Decimals (Long Division with Decimals) - [19] - YouTube	Technology Integration: Not Applicable.
Materials and Resources Needed: ·         1 Marker. ·         1 Whiteboard. ·         1 Whiteboard Eraser. ·         1 List of Prepared Problems for Modeling, Guided Practice, Independent Practice, and Assessment. ·         $4.80 and $0.15 ·         Student Math Notebooks ·         Student Pencils ·         Scratch Paper	Special Considerations: (ELL, SLD, Gifted, CRT) ELL: Have a bilingual student translate for them the important information. SLD: Division problems assigned are simpler to focus on concepts. Gifted: Ask them to volunteer their opinions in the class discussion sections. CRT: Focus on the interaction of division with decimals and money.

 

Part II: Strong Beginning: Purpose (Objective)

Arizona Grade Level Standard(s):   Arizona State Anchor Standard: 6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.   Arizona State Grade-Level Standard: 6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using a standard algorithm for each operation.

Objective:   The learner will fluently multiply multi-digit numbers with decimals using a standard algorithm for each operation.   Sub-objectives:   The learner will fluently divide multi-digit numbers using a standard algorithm for each operation.   The learner will correctly move the decimal in division problems involving decimals.

Purpose: What will the students “do and know” by the end of the lesson?   Today the students will learn how to use the standard algorithm for division in problems involving decimals.   So that they can solve problems involving division with numbers containing decimals.   They’ll know it when they can perform the standard algorithm for division and correctly place the decimal in the solution.

Pre-Assessment: A review of using the standard algorithm for division with whole numbers.

Set or Hook for Learning (Inquiry): Open a conversation with the students on whether they have ever had some money and wanted to buy a bunch of something. Allow students to volunteer any experiences they had with doing this. After they have had a chance to offer their experiences, use a personal story. “When I was younger, I saved up most of my allowance for a month. This gave me $4.80. Back in those days, you could get Blow Pops for 15 cents each.” These numbers will be written on the board. “What I wanted to know is, how many of those suckers could I get? What math process should I use to try to figure out how many?” Allow students to volunteer answers until they are either division or fail to answer correctly. After division is revealed, state that the purpose of today’s lesson is division with decimals.

Part III: Flexible Middle: Student centered and includes activities that reinforce, deepen, and align with intended learning outcomes **Restate objective and purpose
A. Modeling: Time: 5 Minutes   What are you and the students “doing?” Teacher The teacher will instruct the students to take out their math notebooks and record the example problems that appear on the whiteboard.   The teacher will model how to solve the problem introduced during the hook. The teacher will emphasize that when doing division with decimals, the decimal is moved at the beginning of the problem and that it is based on the divisor. After modeling solving the problem, the students will be asked when the decimal was moved.   Next, the teacher will model solving a problem that students would think would have a remainder. The teacher will emphasize that division with decimals is not allowed to have a remainder and that you must keep going until you have no remainder, or the amount of information asked for in the question.   The last example will be a division with decimals problem that involves a repeating number, and the teacher will model how to identify the pattern and how to write the answer correctly. Wrapping up the previous two examples, the teacher will ask the students if division with decimals allows for remainders.   “Do you have any questions about what I just showed you?”     Teacher answers any questions. Student   Take out math notebook. Listen and look at the teacher.                   Recording the problem. Answering the question with, “At the beginning of the problem.”             Students record the example problem.                     Students record the example problem and answer the question with “No.”           Students ask questions if they have them.	Questions and DOK Levels: ·         DOK 1 – When was the decimal moved? ·         DOK 1 – Can you have a remainder when dividing with decimals?   Student engagement elements: ·         Students record what is written on the whiteboard in their math notebook. ·         Students ask questions after the problems have been modeled.   Check for understanding:   ·         After the problems are completed, encourage students to ask questions.
B. Guided Practice:  Time: 10 Minutes   What are you and the students “doing?”   Teacher   “Each of you will have a partner, and you will work with your partner to solve three problems.” Pair up the students. “As I come around, I will help each pair with one problem of their choice. If you have a question, then please ask.”   Work on a problem with each group. After the problem is completed, ask for an explanation of how the answer was found.   After each group has completed their problems and given an explanation, the class will be asked, “How can you use this method in your own life?” Allow students to propose ideas. If no response, then mention buying things. Student     Students will attempt to solve the problems with the help of their partner, discussing how to do it, and record their results in their math notebook.       Students will explain how the answer was obtained.         “To buy things.”	Questions and DOK Levels:   ·         DOK 2 – How did you get your answer? ·         DOK 3 – How can you use this method in your own life?   Student engagement elements:   ·         Students work with peers to solve the problems assigned to them. ·         Students record their work in their math notebook. ·         Students explain to the teacher how problems were solved.   Check for understanding: ·         Ask the students to explain the process used to solve the problems and place the decimals.
C. Independent Practice:  Time: 15 Minutes   What are you and the students “doing?”   Teacher   “Using what you have learned from what I have shown you and from your group work, it is time for you to try some problems on your own.” Write three problems on the whiteboard. “If you have any questions at this point, then please ask them now.”   “Next, there is something I want you to write about. First question, in a sentence, ‘What is the relationship between division with decimals and money?’” Write the question on the whiteboard and give the students some time to write their sentence.   “What would happen if you were presented with a problem in your life where you had money and needed to purchase a lot of something?” Write the question on the whiteboard and give the students some time to write their sentence. Student         Students work to complete the problems and ask questions if they have them.               Students write a sentence.               Students write a sentence.	Questions and DOK Levels:   ·         DOK 4 – What is the relationship between division with decimals and money? ·         DOK 4 – What would happen if you were presented with a problem in your life where you had money and needed to purchase a lot of something?   Student engagement elements: ·         Students work on the problems assigned to them. ·         Teacher engages students when a mistake is evident. ·         Students are asked to write their thoughts about the questions they have been asked.   Check for understanding: ·         Teacher will observe students working on the problems. If a mistake was made, then the teacher will ask the student to explain what they were thinking at that point. ·         Teacher asks students if they have questions if they appear to be struggling.

 

Part IV: Comprehensive Ending: Solidifies the lesson, aids in retention and ensures that the lesson objective has been met- Restate Objective/Purpose:

Closure: Time: 2 Minutes   The teacher will revisit the originally stated purpose of the lesson, “Today, you learned about doing division with both numbers having decimals. If you came across a problem like those you saw today, do you think you could solve them?” Allow students to share their opinions. End the lesson with a discussion on what they think is the importance of dividing with decimals. Allow students to share their opinions.

Explicit description of End-of-Lesson Assessment (informal and/or formal): Time: 15 Minutes   Students will solve five problems involving using the standard algorithm for multiplication with decimals. Successful completion of at least four of the problems indicates the learning objective has been met. They will turn their answers in to the teacher.

 

Part V: Reflection:
What should you teach next or reteach? Division with fractions should be taught next if the students meet the learning objective. If not, then reteaching should occur on any area of division with decimals that had frequent student mistakes.	Which students still need help? Any student that was unable to successfully solve four out of the five problems assigned to them will need help. Also, any student that missed the lesson will require assistance.

Reflection

    The two plans share a lot in common as the original lesson was quite solid for its intended purpose. The hook is mostly the same due to its effectiveness, but the version integrated with technology also includes a video to help capture the attention of any students that were not already pulled into the lesson. The modeling and guided practice portions remain the same as the former establishes the necessary foundational knowledge, and the latter allows for interpersonal communication in attempting to solve problems related to what they are learned. Also, the lesson closure prior to the assessment is the same as closure should not be an overly complicated process.

    The sharpest differences are related to the assessment and independent practice portions of the lesson. In the original lesson, there was no interactive element, and this can disincentive students from engaging in it. By incorporating Nearpod, students could compete against each other, and competition is a fantastic way of motivating students. Basically, the use of technology can be seen as an improvement over the original. For the assessment, making use of problems through Kahoot serves to both create a feeling of competition and to make collecting students' scores easier. This helps teachers to save time, and that should be thought of as a strength of the technologically enhanced version. 

    Overall, the technology integrated lesson plan did a better job of making use of technology, content, and pedagogical knowledge to make the lesson more effective. The absence of technology makes certain parts of the lesson less efficient for both teacher and students as it fails to make use of resources that help with lesson delivery. However, technology does not need to be included in every part of a lesson plan, and this should be kept in mind. Educators should retain an open mind regarding what is possible, but they should remain adaptable to the students they are working with and engineer their decisions around an understanding of what represents good practice. In the end, all that matters is designing lessons that maximize both effectiveness and efficiency.