Sample Math Lesson

Carolyne Cohen
Grade Level: 5
Duration: 60 minutes

Common Core State Standards / Grade Level Learning Expectations:

How does the lesson relate to the Common Core Standards? List the relevant parts of each standard?

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others' ideas and expressing their own clearly.

Instructional Learning Objectives:

Assessment*:

What do you expect students should learn/do by the

end of the lesson (Performance-based, Cognitive,
Affective)? Write learning outcomes/expectations
using clear, measureable, terminology.

How will students demonstrate that they have met

the specific lesson outcomes/expectations? What
evaluation criteria will you use to determine mastery
of the objectives?

By the end of the lesson, the students should be

able to find the important aspects of a word
problem, even when there is irrelevant
information. Students will practice writing
number sentences and creating diagrams based
on those number sentences.
The students will also be practicing good groupwork skills such as allowing all group members
to speak and be heard, helping each other by
building on ideas and discussing problems with
a nice tone of voice.

There will be plenty of opportunities for the

students to answer my questions and
demonstrate understanding verbally. The
students will also be assessed through use of the
group project. On their posters, the students will
initial their names next to the parts of the project
they are responsible for. While groups are
working together, I will be assessing how well
the groups work together.

*Assessment and instructional learning objectives should be aligned. Your assessment should be measuring the
skills described in the instructional learning objectives

Language Development Activity(ies): Considering the importance of speaking/listening/reading

and/or writing as a part of all learning, what specific language functions or skills will you be developing
during this activity? Describe how will you monitor student practice and development of one or more of
these language skills?

The students will develop their speaking and listening skills during the class discussions and group
poster-making sessions. They will read and write during the poster making as well, practicing their
mathematical vocabulary such as divide, multiply, equation, repeated addition, repeated
subtraction, diagram, etc.

Instructional Materials and Resources (teacher and student): What materials will you
be using? How do these materials show an understanding of student prior knowledge and experience AND
align with (support) your learning targets? How will you organize them for efficient distribution and use?

The teacher and students need only their math journals, pencils, chart paper and markers. I will have
the chart paper already set aside to distribute quickly when the students begin the group project.
Some have markers and some borrow markers from the classroom.

Student Prior Knowledge: What knowledge do your students have related to the instructional
learning objectives and activities of this lesson? What misconceptions do you need to address in this lesson
based on prior knowledge/experience?

The students previous math lesson was in two-digit multiplication, but the students have also had
experience with division. They have worked on creating number sentences on multiple occasions
and have performed a similar math group project the week before this lesson. They know what is
expected of them during group work, but this will be reinforced before they get into their groups.
The students have tried finding the important information in the project last week, but a majority of
the students frequently underlined information in the word problems that was irrelevant and could
not pinpoint the information needed to create a number sentence.

Anticipatory Set (The Beginning of your lesson/activity):

Transition from Previous Activity: How will
you transition students from the prior activity to this
lesson/activity? (List steps/expectations)

Rapport/Motivation: How will you incorporate or

build on students prior knowledge? What
experiences/backgrounds and/or interests do students
bring that could be used to excite students to the
activity?

Behavior Expectations/Conduct:
What are your expectations for students behavior
during the anticipatory set? What teaching
behaviors/strategies will you implement during the
main instructional activity that encourages and
supports appropriate student behavior and minimize
behavior issues?

The students will be coming from recess, so

they will line up outside and I will tell them to
come in quietly. They should get out their
notebooks and pencils and wait for me to begin
the lesson. I suspect they will take a little longer
than normal to settle down because they will
have just gotten back from recess, so I will wait
until they have all settled down to begin.
The word problems incorporate a lot of the
students names to create some interest in the
problems. They also represent some real life
situations for the students. Group projects are
always exciting for students, but for this project,
I put them in deliberately differentiated groups
that I new would be able to work well together.
I expect the students to be quiet, respectful, and
practicing stamina while I teach the lesson and
while other students are talking and interacting.
They will be thoughtful thinkers and listeners
when we have discussions. They should be
working well as a team, all fully engaged in the
discussion. They will be willing and enthused
participants during the group project.

Main Portion (body) of the Activity/Lesson**:

Describe in sequential order what students will be doing throughout the lesson/activity. This may include

independent practice opportunities, guided practice opportunities, direct instruction, collaborative practice
opportunities etc.). In addition, plan for ways you will engage students in the learning.
List approximate time for each task/step.
Describe, in detail, how and when you will check for all students understanding?
Describe when and how will you check for students 1) participation in the activities, and 2) understanding of
the content.
How do you plan to support those students who do not have this knowledge/experience?

The teacher will model creating a poster with the entire class. The class has completed this task
before, so this is a review that will refresh their memories. The problem is:
Ms. Sloan and Ms. Cohen decide to give out new supplies to everyone in class. There are 23
students, 69 new notebooks, 23 new erasers, and 92 new pencils. If the teachers distribute the
supplies evenly, how many notebooks will each student receive?
The teacher will read the problem and ask, how can I find the most important information in this
word problem? What is the problem asking us to do? Which pieces of information should we
underline as the most important? The underlining should look something like this:
Ms. Sloan and Ms. Cohen decide to give out new supplies to everyone in class. There are 23
students, 69 new notebooks, 23 new erasers, and 92 new pencils. If the teachers distribute the
supplies evenly, how many notebooks will each student receive?
Then we will create number sentences, which will most likely look like this, but depend on what the
students come up with: 69/23=3, 23x3=69, 23+23+23=69
Then we will create a couple of diagrams, and the students will dictate how to create those.
The students will split up into groups of four to create a poster of their own. I select these groups.
They are differentiated and grouped together based on who works well together. Each group will
get one of the following division problems:
1. Mark has 72 dollars that he saved up from birthday gifts. He went to a store where t-shirts cost 12
dollars, pants cost 36 dollars, and a pair of socks cost 4 dollars. How many t-shirts could Mark buy?
2. Vincent drew a comic strip that had 24 panels. He sold a copy of his comic strip for 2 dollars
each at a school fundraiser. If he made 52 dollars, how many comic strips did Vincent sell?
3. Karmine is helping her brother, Rudy, with his homework. Rudy has 30 minutes of reading, 17
math problems to solve and a 3 page essay to write. It took Karmine and Rudy 51 minutes to finish
all the math problems. How many minutes did they spend on each question?
4. Bryan Z. went to a video game store with about 650 video games available. On the clearance
shelf, he noticed that each video game was only 10 dollars! If he could save up 60 dollars, how
many video games could he buy?
5. Stephanie has 64 pieces of candy. She wants to share them equally between 4 of her friends.
There are 32 chocolate bars, 16 lollipops, and 16 gumballs. How many candies will each of
Stephanies friends receive?
6. There were 8 students playing basketball together at recess. 4 were girls and 4 were boys. Brian
N. counted how many baskets each player scored. Everyone shot the same number of baskets. If
there were 96 baskets made, how many baskets did each player shoot?
We will go over the instructions carefully. They need to understand what initialing next to their
work entails, and I will make sure everyone understands what this means before they get to work.
These instructions will be displayed on a poster for easy access):
1. Underline the important, relevant information.
2. Create division and multiplication number sentences for the problem.

3. Create at least one diagram that supports the answer.

4. Initial next to the work you completed.
5. If you are finished early, try to make as many different diagrams as you can.
These steps will be guided. I will give 5 minutes to do the underlining, 5 minutes for the number
sentences, 5 minutes for the diagram, and 5 minutes to finish up and complete the posters.
**The instructional activities should be providing opportunities to learn what is stated in your learning objectives so
that students can be successful on the assessment.

Differentiation: What scaffolds, supports or extensions will you provide to meet the learning needs and
abilities of students in order for them to access the learning and/or to express their understanding? Describe
how the specific instructional strategies, supports, materials, groupings, etc. benefit individuals, and/or
groups of students with specific learning needs.

The teacher models everything the students are required to complete so there is minimal confusion
for all students. The diagramming helps my IEP and special needs students to visualize the
information more clearly. With so many opportunities to observe each other and discuss the
problem, every student is receiving support.
The differentiation of groups is important to make sure everyone is getting experience with the
problem and the students can help each other problem solve.

Closure:

How will you bring closure to this activity/lesson? How will you transition students to the next

activity?

The students will present their posters to the rest of the class and the others will critique their work,
trying to find any mistakes. If they do find any mistakes, we will discuss and correct them.