USF Elementary Education Lesson Plan Template (S 2014)

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Math

5th
Group
Size: 24
Name: Alyse Rubenzer

Date of Lesson: 2/8/16
Lesson Content
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.)
MAFS.5.MD.1.1
Convert among different-sized standard measurement units (i.e., km, m, cm;
kg, g; lb, oz; l, ml; hr, min, sec) within a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real
world problems.
MAFS.5.NBT.1.2
Explain patterns in the number of zeros of the product when multiplying a
number by powers of 10, and explain patterns in the placement of the decimal
point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
MAFS.5.NBT.2.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or 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.
MAFS.K12.MP.2.1
Make sense of quantities and their relationships in problem situations.
Quantitative reasoning entails habits of creating a coherent representation of
the problem at hand, and knowing and flexibly using different properties of
operations and objects.
MAFS.K12.MP.4.1
Mathematically proficient students can apply the mathematics they know to
solve problems arising in everyday life, society, and the workplace.
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?)
Students will know what they didnt do correctly on their formative on diving decimals
and why.

5th
Group
Size: 24

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.)
C: Given a dividing decimals problem

A: The student
B: Will be able to solve the problem
D: With no errors
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 the students need to master the skill of diving
decimals before their unit test.
Evaluation Plan- How will

you know students have
I am going over a formative that the students took on Friday. The questions that were
missed the most in the AM class were decimal divided by decimal questions. The PM
This fits into the larger plan because they will have a unit test of multiplying and dividing
decimals coming up soon.
I am teaching it in a review format so they can see the errors they made on their
formative.
It is important for students to learn this concept because it will be built upon in later
math classes.

5th
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
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
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?
Group
Size: 24

class also missed the decimal f=divided by decimal questions along with a variety of
others. I will be going over the formative question by question and showing the work for
each of the problems while allowing the students to ask questions.
Knowledge of multiplication, division, multiplication of decimals, and division of decimals.
Students should know multiplication and division. Which they had learned in previous
years. It is also helpful for them to know multiplication of decimals so that they can check
their work on the division of decimals problems. The learners are two classes of 24 5 th
grade students. I know that they had just taken a test on multiplication of decimals so
division of decimals is the next step for them. The formative proved that many mastered
this content however many also need more work on it.
A misconception students may have about this content is how to move the decimal in the
division problems. If its a decimal divided by a whole number then they just move the
decimal in the dividend up. If its a decimal dived by a decimal then they have to move
the decimal in the divisor and them also move it the same amount in the dividend.

5th
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.)
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
Group
Size: 24

Lesson Implementation
I will be directly instructing the students during this lesson. I also will be demonstrating
how to do each of the problems on the board.
Time
45
minut
es to
an
hour
or so
Who is
responsibl
e (Teacher
or
Students)?
Teacher
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).
I will be conducting a review of the six question formative that the
students had taken on Friday. I will be going over and solving each
of the questions on the board. The students will be writing down the
work that I am doing and will be allowed to ask questions. After the
review the students will be split into groups to work on the skill that
they need to practice. I will be teaching one groups, my CT will be
teaching another groups, and the other students will be working
independently.

5th
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
Group
Size: 24

a student struggles with the content?

If a student struggles with the content then I will work one on one with them to help
them understand.
What will you do if
a student masters the content quickly?

If a student masters the content quickly then they can work on harder problems or help
other students to understand.
Meeting your students

needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
They can work on harder problems of start reviewing for the unit test.
How will you differentiate instruction for students who need additional
language support?
I will work one on one with them or offer help when needed.

5th
Group
Size: 24

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
N.C.: During instruction the teacher is given a microphone pack to wear. The student also
has a pack that is attached to headphones to help him hear instruction better and more
clearly.
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Copy of formative
Projector
Dry erase markers
Notebook paper
Pencil

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USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

Name: Alyse Rubenzer