SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructor’s needs)

Pre-Planning
TOPIC DETAILS CK

Name Lucy Firment and Italia Biondi

Subject Math

Grade Level 5,6,7,8

Date/Duration Over a period of 3 classes, Week 4, days

Monday-Wednesday

Standards​/ anchors​/ -Standard CC.2.1.5.B.2, extend an understanding of

competencies operations with whole numbers to perform operations
PA/Common including decimals
Core/Standards
(Plus any others as -Standard CC.2.1.5.B.1, apply place value to show an
may be required) understanding of operations as rounding as they pertain
to whole numbers and decimals

-Standard CC.1.1.5.E, read with accuracy and fluency

to support comprehension: read on-level text with
purpose and understanding: read on-level text orally
with accuracy, appropriate rate, and expression in
successive readings: use context to confirm or
self-correct word recognition and understanding,
rereading as necessary.

-Standard 11.1.6.B, know the relationship of the

components of a simple spending plan and how that
relationship allows for managing income, expenses,
and savings.

-Standard CC.1.2.7.C, analyze the interactions between

individuals, events, and ideas in a text.

-Standard CC.1.2.8.J, acquire and use accurately

grade-appropriate general academic and
domain-specific words
 -Standard 11.1.6.B, know the relationship of the
components of a simple spending plan and how that
relationship allows for managing income, expenses and
savings.

Formal Evaluation
Formative AND/OR ● As an exit ticket, the teacher will ask each student
Summative to show them where various numbers are. They
Assessment Evidence will approximately ask each student to show 3
different numbers.
Informal Evaluation
● As the students are creating the number line, the
teacher will ask individually, “what will you do
next?” “what number will come next on the line?”

Objective ● Students will be creating their own number line

A-B-C-D with a tracker to identify numbers with decimals
and their values.
Bloom's Taxonomy ● Students will be able to differentiate between
correct and incorrect numerical order with 70%
Webb's Depth of accuracy.
Knowledge (DOK) ● Students will be able to identify vocabulary words.
● Students will be able to identifying whether coins
and their values are equal in value, or larger or
smaller when compared by using a number line.

Step-by-Step Procedures
RATIONALE for the CK
Learning Plan DETAILS

Introduction Activating Prior Knowledge

● The teacher will write the word “number line” on the
board and ask if anyone knows what word it is.
They will then go on to explain what a number line
is, and how it can be used.
Hook/Lead-In/Anticipatory Set
● ​The students will watch the video, “Identifying
tenths on a number line,”
(​https://www.youtube.com/watch?v=qb0QSP7Sfz4​),
to get them engaged.
Explicit Instructions Big Idea Statement
Big Ideas ● Number lines can be used to identify the sequence
of numbers, or the sequence of decimals within
Essential Questions numbers.
● You can identify coin value by using a number line
Essential Questions
● What is a number line?
● How many numbers can go on a number line?
● How do you use a number line?
● How do you represent coin value on a number line?
Key Vocabulary
● Equal: being the same in quantity, size, or value.
● Comprehension: the action or capability of
understanding a concept.
● Largest: a relatively greater size, extent, or
capacity.
● Smallest: a relatively lesser size, extent, or
capacity.
● Number Line: a line on which numbers are marked
at intervals, used to illustrate numerical values.
● Quarter: 25 cents
● Dime: 10 cents
● Nickel: 5 cents
● Penny: 1 cent

Lesson Procedure Pre-Assessment of Students

Must​ include ● The teacher will present the class with a variety of
adaptations & numbers, such as 0.4, 0.7, 0.1, 0.3. The students
accommodations for will be challenged with trying to put them in order,
students with special from smallest to largest. The teacher will be able to
needs see where the students stand on their knowledge of
the concept.
Accommodations, Modeling of the Concept
Modifications ● The teacher will model the concept by creating the
number line activity, step by step, showing the
students each step. The teacher will make a
number line from the numbers 0-1, plotting 0, 0.1,
0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, and 1.
Transition
 ● Once the teacher finishes creating the number line,
each student will be asked to gather the needed
materials, one by one and return to their desks to
wait for further instruction.
Guiding the Practice
● Teacher will walk around the room, and provide
assistance when necessary. Teacher will watch to
make sure students are using proper numerical
order.
Providing the Independent Practice
● Once the teacher has modeled the concept, the
students will work on creating their own number
line. The teacher or aide will step in when
necessary.
● When given a coin, they students will plot the value
of the coin on the number line.
Adaptations/Accommodations for Students with Special
Needs
● ​Provide an aide that will help with a hand over
hand method for this student so they can still
participate in a hands on activity.
● Make sure the paper provided is large enough for
students with visual impairments.

Materials ● Pipe cleaners

(reading, technology, ● Beads
equipment, supplies, ● Scissors
etc.) ● Paper,
● Writing utensils
● Coins

Closure Summary & Review of the Learning

● Teacher will go over objectives to make sure
everything was covered. Teacher will ask students
what they worked on today. Teacher will ask
students questions about how number lines work,
how to plot a coin value, and how it helps us in
math.
Homework/Assignments
● ​The homework for this project will be to take the
number line home, find 2 coins, find their value on
the number line, (example: dime=0.1 on the number
line, 2 quarters=.5 on the number line) and bring it
back to class the next day.