Hassan Adenolal Mircoteaching Lesson Plan
Hassan Adenolal Mircoteaching Lesson Plan
- 10 minutes into apple picking, jack now had 100 and gill had 100. They Provide a visual
were able to count that they has 200 ; representation of the
question you are asking
- By the end of the apple they had 1000 each. how many apples do they have ?
They were able to count 2000 but it took them too long. them to solve. This will
account for the different
types of learner we
might have in the class.
Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
How long did it take you Because this lesson will be - If online, you would
Right after the students finish counting and going through all three questions given to when you used the new conducted online, it will be need a computer to set
them. We will debrief with the questions and introduce them the a faster and more method vs when you just best to look into the potential up zoom
effective way of doing it counted. of recording it so that students
who find themself still a little If in person, you would
Did you find it easier to confused about the lesson need a white board or
multiply with orders of have the ability to go over it big paper
10, 100, and 1000 to get on their own time.
your answer? - makers
It will also be beneficial to - pencil
provide additional video link - black board
What are other real and extra take home examples - Base ten
Introduce them to the concept and rules when shifting decimal place world examples you can for those who are visual and blocks
- When multiplying with orders of 10, 100 or 1000 the decimal Is used as a come out with, where tactical learners.
place holder for the zeros. multiplying with orders
- when you multiply by 10, you simply shift the digits one place to the right. 10,100 and 1000 would
Part 2: Action
A zero is used as a place holder. For example, when you multiply 3×10, you be beneficial.
shift the digits one place to the and get a product of 30. When you multiply
6×10, you shift the digits one place to the right to get the product of 60
After explaining this concept, the students will now try to answer/solve the math
problem or scenario by using the new method shown to them.
-
Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
Questions to Ask Accommodations / Materials
Differentiation
(content/process/product)
To do a full debrief, I asked one of the students to give a breakdown of the main What did you learn from - Students who do not - Sticky notes
points talked about in the lesson and the use of it. This can follow with ideas on how today’s lesson? want to post their
the lessons can be used to solve other simple questions or math problems.
- Online question
sticky note on the anonymous question
Are there any questions board can give it to
After going through the debrief as a group, the lesson can end by giving a taste about that you still have after the drop box.
the teacher
what will be learned next class. lesson? - Stay back In class to
answer any
- Take home practice questions will be given so student can participate on their Did you enjoy the lesson? questions students
own time and in their own space. may have
Part 3: Consolidate Debrief
Self Reflection
What went well? What didn’t go so well? What do I need to change?
- - -
Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place
Intro to decimals: multiplying orders of 10, 100 and 1000 by shifting decimal place