USF Elementary Education Lesson Plan Template (S 2014) Name: _Amanda Cortes_______________

Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20

Pre-Observation Reflection: Designing Lessons to Meet Student Learning Needs

Learning Objectives and Goals: How do you plan to communicate the learning objectives to students? Be specific include teacher
talk and exact language you might use.
 I plan on displaying the learning objective on the board and reading it to the students at the beginning of the lesson. I plan
on referring back to the learning objective to remind students of the goal of the lesson. The importance of this lesson is to
use models to multiply a fraction by a whole number. I want the students to make sure to show their work by using a model
so that they can visually see how they came to their answer.
Using Data: How did you become familiar with students background knowledge, skill levels, experiences, and cultural resources?
What did you learn that you used in this lesson?
 I became familiar with students background knowledge by circulating during previous math lessons to see what concepts
each student understands or struggles with. By taking formative data while students are working it has allowed me to get to
know my students knowledge of the content very well. I have also discussed skill levels of the students with my CT to gather
more information.
Assessment: How do you expect students to respond to questions? Whole class? Individual? Why?
 I like my students to respond to questions as a whole class and individually. I will have them doing both. They will respond
to questions during whole class instruction because it will allow them to practice the content and see how others solved a
problem and what strategies they used. This will lead up to them responding to questions individually which will allow me
to see what each of my students can do.
Instruction: How will you know when it is time to move from one activity to the next?
 I have a set amount of questions prepared for the whole group part of the lesson. I also have extra questions prepared in
case the students need extra examples prior to doing their individual work. I will walk around as they are doing the
problems during whole group instruction to see if I can move on or if the students need additional examples.
Observation Focus: What specific areas would you like me to focus on for my observation (ie: questioning, teacher movement). It
may help to think about a FEAP or instructional goal
 I would like you to focus on student’s behavior in the classroom my management strategies for the student’s behavior. I
would also like you to focus on the structure of my lesson and if I need to add another instructional strategies to my lesson.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Amanda Cortes_______________
Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Lesson Content
MAFS.4.NF.2.4b Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5),
recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

Essential Understanding
(What is the big idea or essential How can you use a model to multiply a fraction by a whole number?
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? Students will use a model to multiply a fraction by a whole number.
(Student-centered: What will
students know and be able to do
after this lesson? Include the Given both mathematic problems and word problems on multiplying fractions by whole numbers,
ABCD’s of objectives: action, students will be able to answer all questions correctly with support from teachers or peers.
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.)
USF Elementary Education Lesson Plan Template (S 2014) Name: _Amanda Cortes_______________
Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20

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?
I am teaching this objective because next year in fifth grade the students will have to multiple and divide
fractions by fractions. This lesson is a framework that will build them up to fifth grade math.
This lesson fits into the larger plan of teaching students to multiply a fraction by a whole.
I am using models to teach this lesson because most of my students are visual learners and this lesson will
support those needs. I am also following a structure that the students are used to.
It is important for students to learn this concept to prepare for fifth grade.

Evaluation Plan- How will you

know students have mastered Formative: during the whole group lesson I will be circulating around the room to take informal notes on
your objectives? students comprehension of the content.

Address the following: Summative: Independent work will be given at the end of the lesson to collect data on student’s progress
 What formative evidence will with the content. A test is scheduled to be given the Monday after this lesson.
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach  Multiplication
this material?  Multiplying fractions by whole numbers
 How to draw a model
USF Elementary Education Lesson Plan Template (S 2014) Name: _Amanda Cortes_______________
Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20

What background knowledge is

necessary for a student to  Understanding of fractions as numbers
successfully meet these  Developing an understanding of unit fractions
objectives?  Understanding of multiplication as “groups of”

 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 incorrectly multiply the whole number by the denominator and write it over the number.
4 18
Example: 3 x 6 = 4

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.)
Lesson Implementation
Guided release: practice as a whole group and release for independent practice
Demonstration: have students demonstrate a strategy they used to solve a problem, I will also be
demonstrating to students who are struggling with the content
Independent practice: to see who grasps the concept, also to see where I should lead with the next days
lesson (should I spend more time on this concept or should I move on)

Small group: to focus on students who are struggling with the content
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th Subject/Content: Math
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.)
Where applicable, be sure to
address the following:
 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?
Name: _Amanda Cortes_______________
Group Size: Date of Lesson: 1/25/18
20
Time Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
12:20 Teacher I will start by introducing the students to the objective of the day: students will
use a model to multiply a fraction by a whole number.
12:22 Teacher/stu We will then move on to the whole group lesson where the students will be read
dents the question, and challenged to solve it on their own. As they do this I will be
walking around to see which students grasp the concept and which students
need additional help. After giving the students a few minutes to solve the
problem I will ask on student to come to the board and show the class the
strategy they used to solve the problem. A printout of the questions will be
attached.
3
1. Alexis practices the violin for hour each day. She has a recital in 3 days.
4
How much time will she practice in 3 days?
4
2. What if Alexis practiced for 5 hour each day? How would the model
change? How much time will she practice in 3 days?
7
3. Multiply 2 x
12
3
4. Zachary’s dog eats bag of dog food in 1 month. How many bags of dog
4
food does Zachary’s dog eat in 6 months?
2
5. Emma walks her dog 3 mile every day. How far does she walk her dog in
7 days?
12:47 Students We will then move to independent work: hand out worksheet; remind students
that independent work is done quietly and independently.
 Have students complete the work independently
 Circulate and pull small groups
 Have students check independent work in binder and fix their mistakes.
 Turn it in to the turn in bin.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 4th
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: _Amanda Cortes_______________
Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20
1:13 Math lesson ends
At the end of the lesson I will ask the students to put their notebooks away and
come to the carpet. I will then ask them what they learned from the lesson that
day. We will revisit strategies that were sued by students throughout the lesson.
We will revisit the objective of the day.
…a student struggles with the content?
I will pull into reteach groups during independent practice. Struggling students who are pulled into small
group will be reminded of strategies and concepts taught during the lesson. The independent practice
worksheet will be a guide for the small group lesson.
I will provide manipulatives for visual support if pictures are not enough.
…a student masters the content quickly?
 Have additional questions ready to practice more
 Have them create their own word problem and solve it (have a partner check it)
 Practice math on white boards
 Pull an enrichment group to challenge the students
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
I will use real world connections and I will use the student’s names and interests when writing the word
problems they will be solving.
If applicable, how does this lesson connect to/reflect the local community?
I will connect the word problems to things in the student’s community.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
I will pull enrichment groups for students who need additional challenge during this lesson.
I will also have a game ready where the students will be multiplying fractions by whole numbers
 Use dice: roll whole number, roll again to find numerator, roll again to find the denominator, then
multiply.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Amanda Cortes_______________
Grade Level Being Taught: 4th Subject/Content: Math Group Size: Date of Lesson: 1/25/18
20

How will you differentiate instruction for students who need additional language support?
Language impaired students: BN, AB, DS
 The questions will be displayed for think time (cannot process by just hearing the question)

Accommodations (If needed)

(What students need specific DS, ZH, CF, WL: frequent redirection and positive praise, points for their individual behavior plan.
accommodation? List individual
students (initials), and then explain BN, AB, DS, ZH, CF, WL: small group support from ESE teacher
the accommodation(s) you will
implement for these unique
learners.)

Materials Math notebooks: to practice the problems during whole group

(What materials will you use? Why Workbook: I will pull questions from the workbook
did you choose these materials? Questions prepared: to ask students during whole group
Include any resources you used. Independent worksheet: students will complete during independent practice
This can also include people!) Extra questions: for students who need additional challenge