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Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
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Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners -I am connecting this lesson to student interests by having the students complete an activity during the
lesson that they love. The students will be doing a “math scoot” for part of this lesson. The students will
be partnered up and have to complete a scavenger hunt around the room. I will try and include things
that are relevant to the student’s interests in the problems (as some of them would be work problems)
that will be posted around the room.
What Standards (national or 5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm
state) relate to this lesson?
(You should include ALL applicable 5.NBT.7: Add, subtract, multiply, and divide decimals to the hundredths, using concrete models or
standards.) drawings and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
5.MD.1: Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world
problems.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
-The standards that can be linked to the previous grade level include the following:
4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the relationship
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;
lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit
in terms of a smaller unit, Record measurement equivalents in a two-column table.
-In fourth grade students were exposed to multiplying and dividing multi-digit whole numbers. The
students have had a strong foundation on using various models to display their thinking. In fifth grade
we are working on decimal numbers and using the standard algorithm to solve and find the products or
quotients.
Trace the standard to the next grade level. What will students learn next related to this standard?
-The following standards are what the students will see in the next grade level:
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions.
6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm.
-The students will have had practice multiplying and dividing multi-digit whole numbers and will now be
able to progress to doing the same operations, but this time with fractions.
What misconceptions might There are a couple of misconceptions that students might have when engaging in this lesson. The first
students have about this misconception would be that the students think that when they are converting numbers they can just
content? add zeros. I have told the students multiple times that adding zeros is a trick and not a strategy.
However, the students are still very caught up on that idea. Another misconception that students might
have is that the lager units are going to be longer numbers. This will not always be the case because even
if the number is smaller in value, such as 0.0087 the number is still longer than say 87m.
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard)
Measure (HOW WELL they need to Students will be able to accurately use whole number multiplication to express equivalent
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
do it) measurements.
(Note: Degree of mastery does not
need to be a percentage.) Students I CAN Statement: I can use whole number multiplication to express equivalent measurements.
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
-The Webb’s Depth of Knowledge Level that is called for in this standard is Level 2: Basic Application of
Skills and Concepts.
Which level(s) of thinking is/are called for in your objective?
The level of knowledge that is called for in my objective is also Level 2: Basic Application of Skills and
Concepts.
Why did you choose this level(s) of thinking?
-I chose this level of thinking for this lesson/standard, because the students are using basic facts and
rules of multiplication in order to solve the problem. There is not much extended of complex thinking
that the students will have to complete during this lesson, this lesson is setting up foundational skills for
lessons that have higher levels of knowledge.
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment for this lesson will be a formative assessment. In the first module the students learned
about conversions and how to use the metric system. In module 2, the students will be revisiting this
content, but this time the problems are more difficult and students will be seeing word problems for the
first time within this content. I made the decision to make this a formative assessment, because I need to
gauge if my students understand the content. Many students struggled with this content on the end of
module assessment for module 1. I need to make sure all students understand the content in order to
move on to the next lesson, as it builds on lesson 13. I will also be collecting the scoot that the students
complete during the lesson. This will count as formative data as I will be able to see what students were
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
specific students who Students should be familiar with this, as we have just done something similar for Rock Your
require a more extensive School Day in science.
management plan? What If students are not meeting my expectations there are a few strategies that I will use to hopefully
will that consist of? get the students on track. If I see students who are not actively engaged I will use proximity to
What will students do if help get the students on track. I will simply go over and stand near the student’s desk and that
they complete the task should help them refocus. I will also be actively calling on students to make sure that everyone is
quickly? ready to answer during the lesson. For the students who need a more extensive management
plan, I will use the specific strategies that work for the student and actively monitor their
behavior and progress. My CT and I have also started to implement a new behavior tracking
strategy. We have a number clicker counter for both classes and any time a student shouts out,
has side conversations, or is off task we make one click. We have a chart on the board where we
will chart the amount of clicks at the end of the day. The students are competing against each
class to see which group can get fewer clicks at the end of the week.
If the students finish the task/classwork early they will be directed to first check over their work
to make sure that it is correct and once the students have checked in with me or Mrs. Biggs, they
will be directed to go to the back table and work on their enrichment project. These students will
most likely be the gifted students in the class.
Materials The materials that will be used during this lesson include the following:
(What materials will you use? Why Student LEARN Eureka workbook
did you choose these materials? Eureka Teacher Manual
Include any resources you used. Pencils
This can also include people!) Scoot papers/conversion chart
Computer
Projector
Phone for class dojo randomizer (calling on students)
iPad for videoing the lesson
All of these materials will be needed to have a successful and engaging lesson. The students will be using
their Eureka LEARN book to complete the application problem and the exit ticket. The students will each
be passed out a string that varies in lengths. The students will use the string and Eureka rulers to
measure how long the string is using m, cm, and mm. The students will have various papers that will be
at each station that they rotate to that will have a problem related to the lesson that they will be solving
with their group members. The computer and projector will be used to display the Google slide show to
the students.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Pre-Production Level: Students who are in the pre-production level will be allowed to use a
students (initials), and then explain classroom iPad to help with translation if needed. They will also be encouraged to use
the accommodation(s) you will manipulatives to help them work through the problems and to have a visual representation to
implement for these unique help them along the way. These students will also be pulled for small groups with the school’s
learners.) ESOL specialist to help give more detailed instruction.
Early Production Level: Students who are currently at the early production level will also be
allowed to use manipulatives to help them receive a visual representation. The students will also
be working with a student who is bilingual and can help them with translation. These students in
addition to the pre-production level students will be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
Speech Emergence Level: Students who are currently at the speech emergence level will be
focusing on collaborative work. This will allow students more independence, but also offers them
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
What accommodations will you make for students who have an IEP or 504 plan?
-Currently we have two students who have 504s. One student is diagnosed with ODD, depression, and
anxiety. On her 504 she is supposed to receive any updates on if the schedule is changing beforehand,
receiving options to do something (not do this now), and have a “cool down” space if she is getting
overwhelmed that she can go to for 5 minutes and calm down. The other students who has an IEP
requires specific verbal directions and she receives 25% extra time to finish any form of assessments.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
-The accommodation that will be made for students who identify as gifted will be that they are directed
to work through the concept development problems with the class, work on the last two problems in the
problem set classwork (as those are the harder problems), and if they have gotten them correct and I see
that they are understanding the content, they will go to the back table to work on their enrichment
project. These students will be working on “The Bowling Alley Project.”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
References (Planning of One reference that I am using for this lesson is the Eureka Learn book and embarc.online. This is where
instruction should be guided by the problems for the content development come from. This is the guiding structure for the lesson. The
research-informed turn and talk strategy has many benefits for students like sharing out their thinking which might help
approaches. Acknowledge another student with understanding the content. This is a website where I received some information
references used to inspire lesson about the benefits of using turn and talks with my students:
ideas.) https://old.newteachercenter.org/sites/default/files/global/documents/participation_structures/turn_talk_overvie
w.pdf.
Another reference that I will be using to help me plan through this lesson is the link provided below. This link
will bring you to a website that discusses station teaching and the benefits of it. Using station teaching will
allow me to make sure that I am reaching all of my students even during the hour time block we have for
mathematics.
https://ictmodels.wordpress.com/about/station-teaching-model/
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? – The content area for this lesson is mathematics,
teaching this lesson? Be thorough. specifically focusing on using whole number multiplication to express equivalent measurements.
Act as if you needed a substitute to 2. What is the expected lesson structure for a lesson taught within this content area? In other
carry out the lesson for you.)
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) -The expected structure that this lesson will follow is a guided
Where applicable, be sure to
address the following: release. The lesson will begin as a whole group and we will go over the first few content
What Higher Order Thinking development problems as a whole. The students will then go to their pre-designated groups and
(H.O.T.) questions will you ask? begin working at their stations the students will all eventually make it to my station for a teacher
How will materials be directed lesson. Students will then be brought back together to complete their exit tickets and
distributed? transition to IRLA.
Who will work together in
groups and how will you
determine the grouping?
How will students transition 3. Step-by-step plan:
between activities? Time: 60 minutes for the whole lesson.
What will you as the teacher Action Steps:
do?
What will you as the teacher
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
say?
What will the students do? (Students will be taking a Topic B quiz at the start of the lesson)
What student data will be 11:20-11:40pm
collected during each phase?
What are other adults in the (About 1 minutes to get started)
room doing? How are they 11:40-11:41
supporting students’ learning? 1. The attention grabber “Wakanda” and student’s response of “forever” will be used to get the
students attention after they have completed their Topic B math quiz. The student’s will then be
asked to make the swift and quiet transition to math instruction.
2. I will make sure that the students are quiet and ready for expectations. Once I see that the
students have put away their quiz materials and are ready to engage in math instruction I will go
over the expectations for today’s lesson. I will remind the students that they are working to try
and earn dojo points, they are to follow the classroom norms (like they do in every lesson), and
make sure they SLANT. I will make sure that I go over the acronym with the students to ensure
that they all remember and can then participate.
(About 1 minute for I CAN statement)
11:41-11:42
3. I will now display a Google slide that displays the student’s I CAN statement. This is their learning
goal for the lesson. Their I CAN statement is the following: I can use whole number multiplication
to express equivalent measurements.
4. I will have one student read this out to the class, while everyone is engaged and tracking the
speaker.
5. Students will then be asked to place the materials (string and ruler) in their community bins at
their table.
(5 minutes for concept development problem)
11:42-11:48
6. We will first go over the concept development problem: 3 weeks = _______ days.
7. I will ask students probing questions such as “How many days are in a week?”
8. Students should then respond with “7.”
9. I will then use the class dojo randomizer and select one student to help work through the
problem with me.
10. I will explain to the students “If we know there are 7 days in one week, what operation would we
use to find out how many days are in 3 weeks?”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
27. The students will then be asked to open their LEARN books to their lesson 13 exit ticket.
28. Students will have about 5 minutes to complete the two problems on the exit ticket.
29. When the students are done, I will collect their exit ticket and they will transition into IRLA “swift
and quietly” according to the classroom norms.
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