Learning Map Signature 1

Learning Map Signature Assignment

Chris Atkin

ITL 608 Design and Process of Teaching

Gretchen Skrotzki

July 30, 2019

Learning Map Signature 2

Stage One: Planning

Learner:
 5th Grade
 Several ELL students and two students on an IEP
 15 are Hispanic, 7 are Caucasian, and 4 are Oriental
 Students thrive in groups

Teacher:
 Has 8 years of experience in the education field, 2 years as a teacher
 He has high expectations for his class
 His mistreatment as a student pushes him to be a strong advocate for all learners
 Born and raised in the United States
 Collaboration and student empowerment is part of his class culture

Target:

 5.NBT B.7 Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.

Assessment: Informative through questioning and observation

Instruction: Direct Instruction 10%, Student Driven Learning 90%

Management: Student money system, Classroom Social Contract, Classroom Norms and
Expectations.

Follow up to observed lesson plan: Time for lesson: 45 minutes

5th Grade Summer Math Bootcamp
Standard:
5.NBT B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
Math Practices:
MP1: Make send of the problem and persevere.
MP4: Model with mathematics.
MP8: Look for and express regularity in repeated reasoning.
Goal:
Students will explore their ideas, justify their thinking, while having opportunities to use
technology and manipulatives to support their ideas while solving a math task.
Learning Map Signature 3

Objective:
Students will multiply decimals to the hundredths while using multiple models. They will
analyze and discuss their thoughts as they critically think about the task. The objective will be
written on the white board for the students to reflect upon throughout the lesson.

Students will solve, analyze, and critically think when multiplying decimals to the hundredths.
Materials Needed:
Dry Erase markers, Pencils, Paper, iPads, Manipulatives
Stage Two: Teaching

The teacher will show a 3-Act task. Students will have discussions while refining their
thinking. Notice and Wonder process will spark conversation and critical thinking.
Opportunities to collaborate will be throughout the lesson. Teacher will monitor and assess,
posing purposeful question to drive student thinking.
Universal Design Learning:

Multiple Means of Multiple Means of Multiple Means of Action &

Representation: Engagement: Expression:

- Students will observe - Students will have
a short video (visual). opportunities to
- Students will connect to the lesson
discussion due it being a real-
observation in their life problem.
groups and with the - Students will
class (auditory) improve in
- Students will have communication and
opportunities to share critical thinking as
their thinking as a they justify their
wrap-around closing thinking.
discussion will take - Groups will develop
place. social-emotional
learning
opportunities due to
group dynamics.
- Students will use the
application Explain
Everything on their
iPads to solve a
5.NBT B.7 problem.
- They will then record
themselves
explaining their
thinking as they solve
their problem.
- Students will upload
to Google Classroom
where teacher will
assess and give
feedback.

Accommodations: IEP students will be closely monitored by teacher who will give support
such as manipulatives or a parallel task. Modifications, such as a reduction of task can be
made to ensure students will actively participate in activity. Students will have
opportunities to work in their choice of environment as needed.
ELL students will be given sentence frames and have vocabulary explained further with
visual assistance. Discussing math task details will help to fill in any gaps of a lack of
comprehension. Selecting group dynamics will play a key role in their success.
Extension: Students who finish early will be given the opportunity to show their thinking
using a different strategy. Also, students may create their own math task using the same
math standard. They will solve and justify their thinking.
Learning Map Signature 4

Closure: Students will be called upon as teacher purposefully selected groups to share key
ideas. Interesting mistakes will be valued and shared with the goal of improvement and
understanding.
Assessment and Evaluation:
Teacher will closely interact between groups constantly assessing. They will be looking for
misconceptions and listening to student thinking. Teacher will monitor with the purpose of
sequencing a ending discussion of their work.

Stage Three: Analyzing and Reflecting

After watching Mrs. Calantoc’s 5th grade class, I wanted to continue her lesson and
expand on her ideas. I will give a lesson using a 3-Act task video called Sugar Cubes by Graham
Fletcher. Students will use the same format but I will expand to include more of a UDL and
LMM style.

Stage Four: Applying

Teacher will use the assessment to gauge the direction of the next lesson. A formative
assessment may be called upon to proceed to the next standard. Teacher will reflect on what was
successful in the lesson. They will adopt, adapt, or abandon specific ideas to improve the quality
of lesson.

Field Experience Teacher Feedback

I wanted to commend you on taking a risk with your lesson. Some of the UDL
components that you added to your lesson interested me. There are a couple of suggestions that I
have for your lesson. First, I suggest adding a time objective for yourself. I found it difficult to
stay on time when I first started teaching lessons. Setting a time limit will help you to progress
throughout the day and help you to get everything accomplished. Next, I would add an extension
to your lesson. What will you do with the students who finish early? Planning ahead will help
you be prepared for these moment. Trust me, they will happen. Good luck as I am sure you will
be an amazing teacher!

Mrs. C

Reflection

Looking back at this learning plan assignment, I felt confident that this would be
successful for my students. It was helpful to obtain feedback from my field experience teacher.
She thought of some ideas that I did not think of. I added the time section because it is important
to put a limit so that we would not go all day on the math task. Also, I added the extension
section that she suggested. It did not even cross my mind that students would be done early
before others. That makes complete sense though. Finally, I simplified the objective as I want
my students to understand what I want them to achieve. I did not want them to be overwhelmed
by a wordy objective to where they did not understand.