USF Elementary Education Lesson Plan Template (S 2014) Schwarz

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz_______________________________
Grade Level Being Taught: Subject/Content: Math
4th
What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
Name: _____Gabrielle
Group
Size:
Whole
Date of Lesson: 11/30/2016
Lesson Content
MACC.4.NP.2.4b: Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers (The GO Math Florida Teacher Edition;
Houghton Mifflin Harcourt. 2013).
How can you use a model to multiply a fraction by a whole number (The GO Math Florida
Teacher Edition; Houghton Mifflin Harcourt. 2013)?
SWBAT multiply a fraction by a whole number using a model (The GO Math Florida
Teacher Edition; Houghton Mifflin Harcourt. 2013).
.

Schwarz_______________________________
4th
Group
Size:
Whole
to re-write the sentence in

future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
I am teaching this objective because it is a mandatory common core standard in the

fourth grade and also it is important for students in the real world. Students will need to
be able to recognize wholes and fractions and be able to multiply them. This lesson is
one of the puzzle pieces in a whole chapter on different concepts regarding fractions. I
taught this lesson the way I did because I wanted students to have the opportunity to
experience both direct instruction, and also independent work. This allowed students the
opportunity to ask questions and also practice in the classroom where I am available to
help if questions arise. Its important that students learn this because fractions are
everywhere.
Formative:
Student independent example
Discussion
Thumbs up or thumbs down
Summative:
Workbook Pages
Discussion

Schwarz_______________________________
4th
Group
Size:
Whole
upcoming lessons?
What Content Knowledge

is necessary for a teacher
to teach this material?
Teachers must have basic knowledge on fractions, and multiplication.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
Students must be able to multiply and understand what fractions are. I will lead
discussion with my students to see what concepts they are familiar with and which they
are not. My learners are unique and individuals some have learning disabilities. These
students tend to struggle with new math concepts and require a lot direct, modeled
instruction. Students are ready as they were overall successful on the previous lesson.
How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Students may multiply the wrong numbers.

Students may mix up the meaning of the numbers.
Students may also misinterpret which number remains the denominator

Schwarz_______________________________
4th
Group
Size:
Whole
Students may only shade in one of the boxes.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Time
Where applicable, be sure to

address the following:
15
min
Who is
responsibl
e (Teacher
or
Students)?
5 min
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Students
Teacher
Discussion on what they learned yesterday and how it relates to

todays content.

Schwarz_______________________________
4th
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if
15
min
Student
Group
Size:
Whole
Direct instruction; modeled notes; examples

Independent, pair, group work on the workbook pages
(My collaborating teacher aided in coming up with lesson idea)
a student struggles with the content?

Provide small or individual support on the content.
What will you do if
a student masters the content quickly?

Allow students to practice their multiplication facts or help others.

Schwarz_______________________________
4th
Meeting your students
needs as people and as
learners
Group
Size:
Whole
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Some students enjoy math. Students also enjoy being able to share their work
with the class under the projector, and finally students have the opportunity to
work with others.
If applicable, how does this lesson connect to/reflect the local community?
Students need to understand fractions and how to represent fractions with
models. This is important especially when cooking.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will provide more difficult numbers/ Equations (Example: three numbers
instead of two, two separate fractions).
How will you differentiate instruction for students who need additional
language support?
I will provide visual directions. I will read the directions and problems. I will
supply guided notes if necessary.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
Student B) I will allow student to stand during lesson if necessary.

Student C) I will allow student more time and individual help.

Schwarz_______________________________
4th
Group
Size:
Whole
implement for these unique

learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Workbook, the GO Math Florida Teacher Edition; Houghton Mifflin Harcourt. 2013. Go
Math! Florida: Common Core Edition. Math notebooks, pencils.
References:
My Collaborating Teacher
The GO Math Florida Teacher Edition; Houghton Mifflin Harcourt. 2013. Go Math! Florida: Common Core Edition.

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USF Elementary Education Lesson Plan Template (S 2014)

What Standards (national

Objectives- What are you

Date of Lesson: 11/30/2016