Professional Documents
Culture Documents
Objectives
Audience-2
Behavior-3
Condition-1
Degree-4
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE
(International
Standards for
Technology
Education)
Standards for
DETAILS
Meaghan Sherer
Math
6th
Consumer literacy
CK
Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
SUPERVISING
TEACHERS
SIGNATURE
Explicit
Instructions
CK
Activating Prior Knowledge/ Hook/Lead-In/Anticipatory
Set
Ask who likes to bake and what happens if you dont
follow the recipe exactly with the correct amounts of
flour, sugar, ect.
Big Idea Statement
Applying ratios to everyday life.
Essential Questions Statement
Why do we need ratios? How do we use them everyday?
Objective Statement
During a class discussion, the students will identify
quantities and put them into ratio format 5 out of 5
times.
While completing a worksheet, students will solve ratio
problems related to everyday life 15/15 times with 100%
accuracy.
Transition
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
None
Key Vocabulary
Ratios
Rate
Percentages
Pre-Assessment of Students
The students will take a pre test seeing the knowledge
they already have on the subject (key vocab, writing
ratios correctly)
Modeling of the Concept
The students will observe a demonstration of a recipe,
a mixing of flour in water, with the correct and incorrect
ratios. This way they see what happens when a ratio is
translated into consumer terms correctly and incorrectly.
Closure
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection
Recipe cards
Flour
Water
Mixing bowl
Spoon
Assessment:
Can change the process(orally, ipad to type), content (modifying questions, adding
word bank, lecture, worksheet), or product (essay, imovie, debate)
Accommodations:
Taking test in a different room
Rereading questions or directions
Extending test taking time
Taking a picture of the notes and sending them to the child
Preferred seating (not being able to see the board in the front, or in the back to not
distract the other students if they have ADHD)
Visual cues