USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Subject/Content: Math
Taught: 5th
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.)
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
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.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Name: ___Alyssa Rodriguez___
Group Date of Lesson: 2/14/17
Size: Small
(3-4
students)
Lesson Content
MAFS.5.NF.2.6
Solve real world problems involving multiplication of fractions and mixed numbers,
e.g., by using visual fraction models or equations to represent the problem.
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
MAFS.5.NF.2.3
Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers
Given a set of mathematical word problems involving multiplying and dividing
fractions, the small group of students, will be able to work through and solve the
math problems, with little to no errors in their math process leading to their final
answers.
I will know the students have mastered my objectives when
They have solved their math word problems with little to no errors
They are able to communicate to me how they came to solve their math word
USF Elementary Education Lesson Plan Template (S 2014) Name: ___Alyssa Rodriguez___
Grade Level Being Subject/Content: Math Group Date of Lesson: 2/14/17
Taught: 5th Size: Small
(3-4
students)

problems effectively showing their comprehension in the steps it took to solve

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
upcoming lessons?
the problem and get to the correct answer
Evidence Collected:
I will be taking notes of students understanding and what strategies they used to
come to their answers
I will also use the results of their exit tickets, and assignment for that day to
determine their understanding as well

Lesson Implementation
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 1 min Evaluation).
1. teac
Where applicable, be sure to 2 min her 1. My CT and I will pass out the individual assignment packets to
address the following: 2. teac each student each packet consists of a set of practice
How will materials be 2 min her problems from the lesson for that day
distributed? 3. Teac 2. I will then call the small group of students to work with me in
How will students 3 min her a separate area of the room
transition between 4. Teac 3. I will begin by asking the students how comfortable they feel
activities? her/ about the topic
What will you as the stud 4. Then, I will begin by reading aloud the first problem and
teacher do? 2 min ents asking the students to follow along; occasionally adding in
What will the students do? 5. Teac what important info should be underlined or circled in the
What student data will be her/ problem
USF Elementary Education Lesson Plan Template (S 2014) Name: ___Alyssa Rodriguez___
Grade Level Being Subject/Content: Math Group Date of Lesson: 2/14/17
Taught: 5th Size: Small
(3-4
students)

collected during each Stu 5. Next, I will ask the students what they think we should do to
phase? 4 min den begin adding in praise, but also narrating what I would do
What are other adults in ts 6. We will go through the first problem together solving it step
the room doing? How are 6. Teac by step until we have come to a final answer
they supporting students her/ 7. Next, we will repeat this process and do the next 3 together
learning? 8 min stud as well.
What model of co-teaching ents 8. After we have practiced a couple, I will gauge how
are you using? 7. Teac comfortable the students seem completing the problems on
her/ their own, and then slowly begin to scaffold the students
5 min stud allowing them to complete more of the problems individually.
ents By first allowing them to do more calculations on their own,
8. Teac then having them determine what we need to do in this
her/ problem on their own, then having the students complete the
5 min stud entire question by themselves.
ents 9. Once the students begin answering the questions on their
9. Stu own, I will observe them and check to ensure they are
den completing them correctly. And answer any possible
10 ts/te questions the students might have.
min ach 10.Students will then finish completing their math packets
er 11.Once they have finished their packets, I will check them to
2 min 10. Stu ensure they have done the problems correctly and answered
den the majority of the questions correctly.
1 min ts 12.Once given the okay after I have checked their math
11. Teac packets, students will then return to their seats
her
12. Stu
den
ts
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Students will be solving mathematical word problems using fractions to multiply
and divide. Many of these word problems relate to real life situations such as a
problem about wanting to reduce a cooking recipe. These are problems that many
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Subject/Content: Math
Taught: 5th
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
Name: ___Alyssa Rodriguez___
Group Date of Lesson: 2/14/17
Size: Small
(3-4
students)
of the students will be able to relate to.
Because I plan to scaffold this lesson and allow more time for the students to
complete each problem, the students will have an easier time completing the
problems, as well as asking questions to those problems they may not understand.
I plan on scaffolding this lesson by slowly letting the students complete their math
problems by themselves. First going through the entire problem with them step by
step, then slowly letting the students take control and complete the questions
individually.
I plan on going at a slower, more relaxed pace.
I plan on incorporating different kinds of learning styles into my lesson visual and
auditory as well as kinesthetic ; allowing the students to complete the problems
along with me
I have taken into consideration some of Gorskis thoughts about stereotyping. I
plan on encouraging my small group of students and reminding them of the small
victories. By encouraging these small victories, I plan on boosting the students
morale and helping them to realize their full potential as students.
I plan on showing them my belief in them and their abilities showing I have high
expectations in their completion of the assignment
I also plan on building upon Vygotskys theory of the students ZPD or Zone of
Proximal Development I plan on doing this through talking the problem out with
the students, as well as having them collaborate and speak with one another to
complete the problems together