Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model ML and Secondary
Name:

Kayla Sanderson

Date: October 12, 2016

PART I: PLANNING
Adding and Subtracting Decimals
Title of Lesson
Woods
Source
Mathematics
Subject Area (s)
7th
Grade Level
Curriculum Standards

Description and
Background Information

Lesson Objectives

Varying Objectives for

Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)

Revised Fall 2013

7.NS.1 Extend prior knowledge of operations with positive

rational numbers to add and to subtract all rational numbers and
represent the sum or difference on a number line.
This lesson is designed to review/discuss the students skills on
how to add and subtract decimals. In the lesson, the students
will apply adding and subtracting decimals using real world
scenarios. The students will be given a menu to order several
different items and are given the responsibility to total up their
individual cost. Then the students are separated into groups of
four. They are to total up a group cost using each individuals
total. This is the addition application of the lesson. After they
figured up the total, the students are to pick one bill they would
pay with ($10, $20, $50, $100). This is where subtraction is
applied. After students figure how much change they will
receive, they are to complete the form. As a group, the students
present their findings to the class.
The students will be able to add and subtract decimals.

Model and explain the importance of decimals to students who

do not understand. Provide assistance to students who I see
need the necessary help. Also students who have mastered the
concept are welcome to assist their classmates who may need
help.

Statement of Purpose

Materials and Resources

Anticipatory Set

Today you will review what you learned in elementary school

about adding and subtracting decimals. You will need to
remember this because you will be applying the rules of integers
to fractions and decimals.
Computer
Overhead Projector
LCD/Lumens/
Interactive Whiteboard
Carnegie Text Book,
Lesson 4.5
What is one way in which we use decimals to represent
quantities?

Part II: IMPLEMENTATION

Essential Question: How do you add and subtract decimals?
Pre-assessment

Teacher Modeling or
Demonstration

Guided Practice

Checking for
Understanding
Revised Fall 2013

The students will be provided four steps for adding and

subtracting decimals.
Step1 Line up the decimals vertically.
Step2 Annex zeroes (as needed) as a placeholder to the right
of any numbers.
Step3 Beginning in the lowest place value, begin adding or
subtracting from right to left.
Step4 Bring down the decimal; they must line up!
The students will also be given important reminders:
-Place value matters!
-No decimal point changes the entire value!
Students are reminded of the proper way to read decimals and
are given an example to keep in their notes.
Example: 45.67 reads forty-five and sixty-seven hundredths.
Also I will demonstrate/model how to add and subtract decimals
using the four steps I provided to the students.
Ex: 1.4 + 6.75 =
Ex: 15.1 7.95 =
(Notes are attached)
Using a restaurant menu, the students will select one to three
items of their choice. I will walk around and monitor the students
progress when using addition to help each student get to his or
her individual total. (Menus are attached)
I will walk around and check each students progress as they are
picking their items and adding them together. I will also ask my
students frequently to raise their hands if they need my

assistance. My students know if they raise their hand I will come

to their desk if the time is appropriate. Also we have a cup/mug
filled with everyones name on a popsicle sticks. At random, I
pull sticks to ask questions about the steps to solving decimal
equations.
Students will get together in groups of four and add up each
individuals total to get a group total. Then when the students get
Independent Practice
the group total, they will choose a bill to pay with ($10, $20, $50,
$100). After the students decide what bill to pay with, they will
use subtraction to see how much change they would receive.
The students are responsible for filling out the form (attached)
with all the information.
I will briefly review the key points in the notes. I will also remind
Closure
students how important it is for the decimal points to line up!
The students will have a worksheet for homework they will need
Assessment
to complete. I will correct their homework sheets as a
(Give a description and attach to participation grade and give it back so the students can learn
lesson plan)
from their mistakes, if any. (attached)
Students received a worksheet to do for homework to practice
Extension Activities
adding and subtracting decimals.

Technology

The students all have access to Quizziz.com, which is a website

where students are presented with a game environment but they
are practicing adding and subtracting decimals.

PART III: REFLECTION

Strengths

Weaknesses
Suggestions for
Improvement

Revised Fall 2013

The students followed my instruction well and I feel like I created

a lesson to incorporate things that happen in their everyday
lives. The students enjoyed ordering from the menu. The
students were given options of which menu they wanted, which
items they wanted to eat or drink, and then they were given a
sense of responsibility by having to total up their own totals. I
feel this was a unique way for students to experiment with
adding and subtracting decimals.
The weakness of the lesson was keeping the students centered
and focused on the task at hand which was adding and
subtracting decimals.
What would you change when teaching this lesson again?
When creating the lesson, I chose two different menus for the
students to choose from. When I passed out the menus I should
have grouped the students according to their menu but instead
the students had to group themselves. This caused problems
because the students were switching menus with their
classmates in order to be grouped with their friends. After I
realized what I did with my first block, I did make the change in
my second block class. Also I would make the forms that the
students have to turn in to me bigger, so the students would
have room to show their work.

Revised 6-2013
THE CLAFLIN IMPERATIVE:
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Notes:
Adding and Subtracting Decimals
Step 1: Line up the decimals vertically.
Step 2: Annex zeroes (as needed) as a placeholder to the right of any numbers.
Step 3: Beginning in the lowest place value, begin adding or subtracting from right to left.
Step 4: Bring down the decimal. They must line up!

Important things to remember!

-Place value matters!
-No decimal point changes the value!
Proper way to read decimals:
Read the whole number part if there is one. Read the decimal point as and. Read the rest of the
digits as if they were whole numbers and then say the place value of the last digit.
Example: 45.67- forty five and sixty seven hundredths.

Example 1:
1.4 + 6.75 =

Example 2:
15.1 7.95 =

Guided Practice:
Using a restaurant menu, the students will select 1 to 3 items from the menu. The teacher will
monitor the students addition to help each student get to his or her individual total.

Independent Practice:
Then in groups of 4, the students come together and total up how much the bill will be as a
group.
They will present to the class EVERY step used to get the total. YOU MUST INCLUDE:
Revised Fall 2013

1.
2.
3.
4.

Everyones order! (Name of the items and total for each individual)
State the total amount of the bill.
State the bill you all are paying with. ($20, $50, $100, etc.)
State how much change you would get back.

Revised Fall 2013

Revised Fall 2013

Name:

Item(s) Names

Group Total
Bill Used to Pay
Change

Revised Fall 2013

Price of Item(s)

Individual Total

Name _____________________ Date _________________________

Adding Decimals Horizontally Worksheet

Add and subtract in rows.

1.

41.23 + 52.2

2.

78.36 + 15.63

3.

72.37 12.25

4.

47.3 20.23

6.

10.3 + 36.2 + 15.85

8.

147.2 58.32

10.

12.25 + 32.65

5.

7.

9.

145.0 + 73.2 + 2.36

95.36 18.23

96.25 41.2

Revised Fall 2013

CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________

Target
(5 Points)

Highly Acceptable
(4 Points)

Acceptable
(3 Points)

INTRODUCTION
(Title, Source, Subject
Area, Grade Level)

The candidate includes all

introductory components
and all components are
appropriate to the lesson

The candidate includes

most introductory
components that are
appropriate to the lesson

The candidate includes

some introductory
components that are
appropriate to the
lesson

CURRICULUM
STANDARDS

The candidate identifies all

appropriate standards for
the lesson.

The candidate identifies

some of the standards that
are appropriate for the
lesson.

The candidate describes

the lessons activities and
content in a detailed
manner.

The candidate describes

the lessons activities and
content in a manner that
provides a clear overview
of the lesson
The candidate includes
measurable performance
objectives, but objectives
are not clearly or concisely
written for the lesson
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs

The candidate identifies

some appropriate
standards and some
inappropriate standards
for the lesson.
The candidate identifies
the lessons activities
and content but fails to
provide a clear
overview of the lesson
The candidate includes
clearly written
objectives that are not
measurable

DESCRIPTION AND
BACKGROUND
INFORMATION

LESSON
OBJECTIVES

DIFFERENTIATION
OF OBJECTIVES

Revised Fall 2013

The candidate includes

concise, clearly written,
measurable performance
objectives for all
standards
The candidate varies all
objectives to promote rigor
and challenge for all
students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs

The candidate varies

some of the objectives
to address diverse
students needs and
includes some teacher
actions that
accommodate those
needs

Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but
standards are
inappropriate for the
lesson.
The candidate
identifies the lessons
activities or the
lessons content

Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components

The candidate fails to

identify curriculum
standards.

The candidate fails to

identify the lessons
activities and content

The candidate includes

objectives that are not
measurable or clearly
written

The candidate fails to

include objectives for
the lesson

The candidate does not

vary the objectives, but
the candidate identifies
teacher actions that
accommodate diverse
students needs.

The candidate fails to

differentiate objectives

Score

STATEMENT OF
PURPOSE

MATERIALS AND
RESOURCES

LESSON DESIGN

KEY ASSESSMENTS

CHECKING FOR
UNDERSTANDING

Revised Fall 2013

The candidate clearly

explains the importance of
the content for the student.

The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations

The candidate makes an

adequate attempt to
explain the importance
of the content to for the
student.
The candidate provides
lists of some of the
materials and resources
to be used by the
teacher and the students
for the lesson

The candidate does not

explain the relevance
of the content for the
student.

The candidate makes

no attempt to explain
the relevance of the
content for the student

The candidate provides

a list of lesson
materials and
resources to be used by
the teacher or the
students, but not both

The candidate fails to

provide a list of
materials and resources
for the lesson

The candidate clearly

describes a well-organized
student centered lesson
that reflects all
organizational issues: preassessment, motivation
(anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects
differentiated instruction

The candidate clearly

describes a studentcentered lesson that
reflects most of the
organizational issues:
pre-assessment,
motivation, purpose,
modeling/demonstration,
guided and independent
practice, closure,
extension activities and
other instructional
strategies. The lesson plan
reflects differentiated
instruction

The candidate clearly

describes a studentcentered lesson that
contains few of the
organizational issues,
and addresses some
differentiated
instruction.

The candidate
describes a lesson that
is somewhat studentcentered with few of
the organizational
issues, with no
differentiated
instruction

The candidate
describes an illplanned lesson that is
not student-centered or
the candidate fails to
describe the lesson

The candidate describes

specific assessments that
correlate to all of the
objectives and lesson or
attaches the assessment.

The candidate describes

assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.

The candidate includes

assessments within the
plan which correlate to
the objectives and the
lesson, but does not
describe or attach the
assessment.

The candidate includes

assessments within the
plan that do not
correlate to the
objectives and the
lesson.

The candidate fails to

include and/or attach
the assessment(s).

The candidate describes

and lists specific strategies
and techniques and/or lists
questions to be asked to
check for understanding

The candidate describes

and lists several strategies/
techniques and questions
to be asked to check for
understanding

The candidate lists and

describes strategies/
techniques, but does not
list any questions

The candidate lists

questions, but fails to
describe or list
strategies and
techniques

The candidate does not

list or describe any
strategies/techniques or
asks questions to check
for understanding

The candidate provides

comprehensive lists of
lesson materials and
resources with
explanations of how they
will be used by the teacher
and students

TECHNOLOGY

PRESENTATIONS &
CONVENTIONS

EXTENSION
ACTIVITIES

REFLECTIONS

The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated

The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson

The candidate
incorporates and
describes technology in
the lesson in superficial
ways.

The candidate
incorporates
technology in the
lesson in superficial
ways; candidate does
not describe the use of
technology

The candidate fails to

address the issue of
technology

The candidate
demonstrates a high level
of competence in spelling,
grammar and typing

The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors

The candidate
demonstrates sufficient
competence in spelling,
grammar and typing,
but exhibits several
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing, through many
errors

The candidate
demonstrates little
competence in
spelling, grammar and
typing through a
significant number of
errors

The candidate provides

more than one extension
activity to connect the
lesson with the home,
community and
community agencies

The candidate provides at

least one extension activity
to connect the lesson with
the home and community,
but not community
agencies

The candidate provides

extension activities that
connect the home, but
not the community and
community agencies

The candidate provides

extension activities
that do not connect the
home, community and
community agencies

The candidate fails to

provide extension
activities

The candidate provides

thorough information that
shows an understanding of
the effectiveness and
ineffectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate somewhat

provides information that
shows an understanding of
the effectiveness of the
lesson; gives information
regarding changes for
future implementation of
the lesson

The candidate provides

information regarding
the effectiveness and
ineffectiveness of the
lesson, but gives no
information regarding
future implementation

The candidate provides

superficial information
regarding the
effectiveness and the
ineffectiveness of the
lesson, and gives no
information regarding
future implementation
of the lesson.

The candidate fails to

provide information
regarding reflections
from the
implementation of the
lesson

T OT A L
Revised 1-2

Revised Fall 2013