Lesson Plan Format 1.0: Knowledge of Resources

Lesson Plan Format 1.
Name: Maekaye Elkington, Hannah Mellick, Kayla VanFossen Date/Time: March 10th, 2020
Subject: Mathematics (Grade 4)
Unit: 7
Lesson: Multi-digit Addition and Subtraction, Single-digit Multiplication and division
Knowledge of Resources
Materials Needed (1d) Pencils (with erasers), notebook paper, worksheets(modified & unmodified), whiteboards with makers. NO
CALCULATORS -- all work must be shown
Stage 1: Identify Desired Results

Consider goals, content standards, and curriculum expectations
Setting Student Learning Outcomes

Learning Goals/Standards CCSS.MATH.CONTENT.4.NBT.B.4,CCSS.MATH.CONTENT.4.NBT.B.5, CCSS.MATH.CONTENT.4.NBT.B.6,
Learning Targets: Content

What do you want your students to know and do in content
areas?
Students will recognize the symbols for addition, subtraction, multiplication, and division. Students will be able to fluently
add and subtract using multi-digits. Students will be able to fluently divide and multiply by single digits.
Stage 2: Determine Acceptable Evidence

How will you know if students have achieved your desired results?
Assessing Student Learning Outcomes

Pre-Assessment During intervention or at the end of the math lesson, the teacher will ask students to work out problems (+,-, x, ÷) from the
How will you know what prior knowledge your students have
in relation to these learning targets? worksheet, or similar to, onto a whiteboard. After completing the problems, students will show their work. This is a class
activity, and all students will be involved. This will gauge what students currently know, how many students are struggling,
how many students have a strong understanding, and what still needs to be taught or reviewed. The teacher will work out
difficult problems with students on the class whiteboard. *pre-assessment will be done the day before assignment. The
teacher will place students in appropriate groups, high, mid to low understanding students in each group. * The teacher
will take notes of which students may benefit from the modified worksheet.
On-going assessment While students are working, the teacher will walk around the classroom checking work and answering questions. The
What might you do during the lesson to monitor student
understanding? students were previously placed in assigned groups to ensure that there will be student to student assistance if needed.
The teacher will frequently ask for thumbs up, to the side or down as a check for understanding. The teacher will suggest
students help others if needed, or stop and review a problem on the whiteboard for the class. The teacher may pair
students together to encourage pacing. For example, a pair of a student who is rushing the assignment with a student
who needs some motivation to get the assignment finished in a timely manner. This assignment will allow for student lead
learning.
A modified assignment is available for exceptional learners.
Post Assessment After the assignment is complete, answers will be reviewed as a class. The teacher may draw a replica assignment
How will you know that your students have achieved the
learning targets? crossword on the board, but this is not required. The teacher will review with the class following these questions:
-”What did you struggle with during this assignment?”
-”Do you think this assignment was hard or easy to understand?”
-”Were you able to apply the skills you already knew, or did you learn something new during today’s lesson?”
-”Do you feel like you would be able to do this again with different problems?”
-”Was not being able to use a calculator difficult?”
Stage 3: Planning Learning Experiences and Instruction

With identified desired results and appropriate evidence of understanding in mind, fully think through the most effective instructional activities
Instruction and Learning Activity

Preparing Students for Learning and Knowing Its Purposes
Include students in knowing what they will be doing and why
it is important (e.g. statements/questions/other)
As a class, discuss the importance of knowing addition, multiplication, division, and subtraction. As if students can
provide real work examples on when they would need to use those basic math skills. Make sure students know the
importance of mastering basic math skills for their future math classes and for the real world.
Lesson Sequence and Delivery

Time
Teacher Student
5 min Intro to the lesson- discuss what students will be doing and why it is important Sit quietly, listen to the teacher, and answer questions when called on
5 min Break students up into groups Move desks into groups and get out the materials needed
20 Walk around the classroom, check work, answer questions Work in groups, solve the problems, fill out the crossword, as questions when needed
min
Review answers, ask students questions about the assignment Check their work, answer questions when prompted
15
min
This assignment should take 45 minutes in total.
Closure/Refocusing Students on Learning Targets
At the end of the assignment, as a class, ask the students the importance of knowing basic math skills. Discuss why this
What to ask or say to students?
assignment helped with those skills and how they can apply them to their future. Explain the importance of knowing how
to do these math skills without a calculator and how this knowledge will benefit them.
References
Sources cited in APA Admin. (2020, January 9). Worksheets Multiplication Crossword. Retrieved March 10, 2020, from
http://mar.househos.org/worksheets-multiplication-crossword/
Post lesson reflection (in field-based courses)

Focus on student engagement and learning outcomes: What did you see the students Focus on your instructional practices: What did you do as the teacher? How effective was it?
doing or saying?
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Lesson Plan Format 1.0: Knowledge of Resources

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Lesson Plan Format 1.

Stage 1: Identify Desired Results

Setting Student Learning Outcomes

Learning Targets: Content

Stage 2: Determine Acceptable Evidence

Assessing Student Learning Outcomes

Stage 3: Planning Learning Experiences and Instruction

Instruction and Learning Activity

Lesson Sequence and Delivery

Closure/Refocusing Students on Learning Targets

Post lesson reflection (in field-based courses)

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