Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade/Course:

Grade 6/Mathematics

Unit:

Place Value

Length of Lesson: 30-35 minutes

Stage 1 Desired Results
1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):

GLO- Develop number sense

SLO-6.N.1.-Demonstrate an understanding of place value for numbers: greater than one millionth;
and less than one-thousandth (C, CN, R, T)
SLO-6.N.2.-Solve problems involving large numbers, (ME, PS, T)
2. Essential Questions: The key questions we will answer are

-Where numbers should go, according to their placement on a place value chart.

3.

Students will know. . .

-Students will know place value from ones to ten millions.

-Students will know place value after the decimal place from tenths to thousandths.
-Students will know how to use information given to them to figure out where a number
would go according to a place value chart.

4. Students will be able to. . .

-Use multiplication, division, addition, and subtraction skills in order to discover a

number.
-Students will be able to take a given number and put it in the correct part of a place value
chart as instructed.
-Students will be able to identify what numbers are where on a place value chart.

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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Please indicate the purpose of your strategy by using Assessment Assessment Assessment
For
Of
As
a check mark under the appropriate category.
(Formative) (Summative)
Strategy (Performance Task, Observation Checklist, Interview,
etc.):

Instructor will give 3 "guess my number" sequences on

the ones to ten millions place value place holder, and 3
"guess my number" sequences for the thousands to
thousandths place value place holder. Students will hold
up their place value place holders when sequence is
finished to see if they all got the write answer. Instructor
will record how many each student got correct out of 6.
(half mark given if only one number was incorrect in a
sequence. (Observation)
Place value work sheet handed out afterwards. (Checklist)

Criteria (Please list i.e. Rubric, Achievement Indicators from

Curriculum, Student or Teacher Generated):

Teacher generated rubric

Reflection Did these assessment strategies allow you to address the outcomes for this
lesson? Did the students learning meet your objectives?

Yes these assessment strategies allowed me to address the outcomes for this lesson.
The students met my learning objectives.

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Stage 3 Learning Plan

Instructional Strategies For This Lesson
Consider learning styles, multiple intelligences, learner abilities and student interests.
1.

Activating

-As a class we will go over a place value chart.

-Teacher will go over how it goes up by ones,
tens, hundreds, thousands, ten thousands,
hundred thousands, millions, ten millions,
hundred millions, billions.
-Then teacher will go over how behind the
decimal point it goes down by tenths,
hundredths, thousandths, ten thousandths,
hundred thousandths.
-Teacher will then ask if there are any
questions.
(Auditory, Visual, Logical/Mathematical,
Solitary)

3. Applying

-Now Teacher will play "Guess my number"

and students will use their place value place
holders to record their answer. Once teacher is
done giving clues students will hold up their
answers. Teacher will record how many each
student got correct out of three for the ones to
ten millions place value place holder card.

2. Acquiring

-To get the students thinking about place value

in a variety of ways, we will have a game of
place value "who wants to be a millionaire"
Teacher will ask questions and students will
raise their hands to answer them.
Game found at:
http://www.math-play.com/Place-Value-Milli
onaire/place-value-millionaire.html
(Kinesthetic, Intrapersonal, Auditory, Visual,
Logical/Mathematical)
4. What about students who require
adaptation to the lesson?

-Now teacher will play "Guess my number"

and students will use their thousand to ten
thousandths place value place holder cards.
After 3 rounds teacher will record how many
students got correct out of 3.
-Students will then get a place value work
sheet to work on.

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Resources/Technology:
-Smartboard
-Online "Who Wants To Be A Millionaire" game

Learning Materials Required:

-Place Value Place Holder (ones to ten millionths and thousands to ten thousandths)
-paper and pencils
-Place Value Chart (Poster created by teacher before lesson)

Cross-Curricular Integration:

Stage 4 - Reflection

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Supportive Ideas for Lesson Plan and Unit Plan Development

1. Gardners Multiple Intelligences include:
a. Linguistic (reading, writing, telling stories)
b. Logical / Mathematical (experimenting, working with numbers, questioning)
c. Spatial (drawing, building, creating, very visual)
d. Musical (singing, listening to music, using instruments)
e. Bodily / Kinesthetic (moving, touching, interacting, acting)
f. Naturalistic (interacting with ones environment and surroundings, enjoying the
outdoors)
g. Interpersonal (talking with peers, mediating, sharing, organizing)
h. Intrapersonal (thinking inward, working independently, pursuing personal goals)
i. Existential (understanding religious & spiritual needs, naturalistic, see the big picture in
life and the universe)
2. Learning Styles to Consider:
a. Visual (spatial): prefer using pictures, images, and spatial understanding.
b. Aural (auditory-musical): prefer using sound and music.
c. Verbal (linguistic): prefer using words, both in speech and writing.
d. Physical (kinesthetic): prefer using your body, hands and sense of touch.
e. Logical (mathematical): prefer using logic, reasoning and systems.
f. Social (interpersonal): prefer to learn in groups or with other people.
g. Solitary (intrapersonal): prefer to work alone and use self-study.
3. Groupings (Taken from MB Education & Training)
A variety of groupings facilitate differentiation in a multilevel classroom, including
flexible and cooperative groups.
Flexible groups:
a. meet a particular need or interest of a small group of learners for strategic or explicit
instruction, guided practice, or independent inquiry.
b. will change frequently throughout a day or a learning/teaching sequence.
c. may be formed by and across developmental levels and by student choice.
Cooperative groups:
a. develop a collaborative micro learning community within the larger classroom
community (Johnson and Johnson).
b. may stay together for an entire term.
c. offer valuable opportunities for independent learning, thereby also allowing the teacher
more time to work with flexible groups.
d. require thoughtful role assignment in cooperative groups is essential so that younger
students are not overshadowed by older ones. Assign roles that are based on students
skills (e.g., reader, recorder, reporter, helper) and rotate them. Alternatively, suggest a
share-the-pen strategy, with each member taking a turn at recording an idea while the
others are coaches, assisting with spelling, and encouraging thinking.
e. may be formed across developmental levels. Select students who have a range of social
and academic abilities that will foster interdependence.

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