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Lesson Plan 3: Who is the Imposter?

Erin Davis

Regent University

Lesson Plan 3: Who is the Imposter?

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Reflection

In this lesson, I centered my planning around student-centered and differentiated instruction.

I chose to demonstrate support for learners of different needs from my highest students, the lowest,

and those in the middle. The district of Virginia Beach City Public Schools finds differentiation of

instruction to enable engaging curricula for all students because instruction is modified according to

the readiness, interests, and learning profiles of the students. In cases where teachers used standards

as the foundation for their differentiation, they saw students benefit from these strategies (Hedrick,

2012).

For differentiation, I used flexible grouping while teaching this objective. The groups were

made based on data from exit tickets. After each Math lesson, the students completed an exit ticket.

I would group the students into four groups based on their strengths or areas to work on. This lesson

incorporated four groups of students which were made based on the exit ticket of the previous

lesson. In this lesson, the groups were created for an activity. The activity required students to find

the “imposter” or the nonequivalent fraction/decimal of the row. Each group had a different sheet to

work with.

Group 1 was my highest group. From the exit ticket data, I concluded that this group was

ready and had met the learning objectives. Therefore, I created more challenging decimals and

fractions for them to work with such as improper fractions and straying away from the unit fractions

the class had been working with. Group 4 was my lowest group. I focused on unit fractions and

friendly fractions for this group to work with. I did not use improper fractions for this group since

they were not ready to move on to that. Groups 2 and 3 were my middle group. For Group 3, I

mostly used unit and friendly fractions, but also included an improper fraction. Group 2’s sheet was

similar to Group 3’s, but I included a few more challenges such as improper fractions and a couple

denominators we did not typically work with.

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I used hands-on developmentally-appropriate instruction by having students move out of

their seats and practice cooperative learning with others. Integration of technology and media

resources was also incorporated into this lesson. I used the Google Slide to organize instruction for

myself and the students. The students were able to follow along with the problems and refer to their

placement for the small group activity. I also included digital copies of the activity so we could

review it as a class even though each group had a different sheet.

In regard to classroom management, I used strategies that support a positive learning

environment. I used table points which is displayed on the front whiteboard board and used each

day. Tables can earn points during transitions between subjects or within one part of a lesson to the

next. Tables are given points if they are following expectations by doing their job if assigned to,

sitting quietly, and having their materials ready. Students also hold up a thumbs up if they are

instructed to show their preparedness. If everyone at a table has their thumb up, they earn points.

Anywhere from 1 to 5 points are given based on the expectations and the order in which the tables

are ready.

I chose not to include an independent practice in this lesson because the guided practice was

the main focus. The students had independent practice during previous lessons for this objective.

Since this was the last lesson before the assessment, I chose to focus on targeting the areas students

were still struggling with. It was best for me to group students based on readiness because I was

able to spend time with certain groups as they were working to help work out the problems and

address issues or questions they had. I the majority of my time with Groups 3 and 4, but also

checked in on Groups 1 and 2. Group 1 needed the least guidance so I was able to focus on the other

students

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Erin Davis Grade-Level: 5 Lesson Date: 2/6/23

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Title of Lesson: Who is the Imposter? Cooperating Teacher: Angelina Acuna

Lesson Plan

Core Components
Subject, Content Area, or Topic
Mathematics
Student Population
Whole Group- 19 Students
8 Males, 11 Females
10 Identified Gifted
9 African American, 4 Multiracial, 3 Hispanic, 2 Caucasian
Learning Objectives
The students will be able to identify equivalencies among fractions and decimals
Virginia Standard(s) of Learning (SOL)
5.2 The student will 
a) represent and identify equivalencies among fractions and decimals, with and without models
VDOE Technology Standards
n/a
English Language Proficiency Standards (WIDA Standards)
n/a
Materials/Resources
Monday Feburary 6 Math Lesson Google Slide
Among Us Differentiated Small Group Activity Sheets- Who is the Imposter?
Classroom Interactive Board
Math Notebooks
Pencils
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
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Lecture 05%
Safety Considerations
General classroom safety considerations apply

Time
(min.) Process Components
10 *Anticipatory Set
min TTW transition into Math by having table captains get out their math notebooks for their
table.
TTW start the lesson by letting students know this is their last lesson before taking the test
the next day. TTW encourage the students to pay attention and ask questions.
TTW will start the lesson by reviewing the entrance ticket (completed and turned in as a
part of morning work):
Write the equivalent decimal of 5/25. Write two equivalent fractions of 5/25.
TSW volunteer their responses. TTW lead the discussion on how to solve the entrance
ticket. TTW refer to the flow chart of steps copied into the student’s notebooks the
previous day to help solve the problem.
After reviewing the entrance ticket, TTW lead a SHORE Close, Far, and Between activity
with the students. This activity display three fractions. For the fractions, TTW ask students
questions that are included in the flow chart, such as, “Is this a unit fraction?” “How can
we make it a friendly fraction- multiply or divide?”. Then TTW have students compare the
fractions to which is closest to 0, 1/2, or 1.
1 min *State the Objectives (grade-level terms)
I can determine decimals of familiar fractions.
4 min *Instructional Input, Modeling, or Procedures
After the SHORE warm-up, TTW display a problem on the board asking students to
represent 0.125 on a hundreds grid. TTW guide students through how to represent the
decimal on the grid, having them copy it into their notebooks. TTW explain that students
may not know how to graph a decimal that goes into the thousandth place, but they do
know how to graph a number in the hundredth place. TTW say, I am going to make this
decimal 0.12 for now. Who knows how to graph 0.12? TSW volunteer to respond, and
TTW graph the students’ correct response. TTW then explain that the remaining 0.005
that she did not use is half of one square on the hundreds grid.
*Check for Understanding
Entrance and exit tickets.
Asking questions throughout the lesson, such as “Is this a unit fraction?”
Observing student work and discussions during the small group activity
10 *Guided Practice
min Small Group Activity – Who is the Imposter?
Students are placed in groups based on readiness. Each group has a different activity
sheet based on their level of readiness. The groups are displayed on the Google Slide
labeled with numbers 1-4. TTW explain that the students will be moving around the
classroom to work with their group. Group 1 goes to table 1, group 2 goes to table 2, and
so on. TSW be instructed to move to the table and bring their notebook and pencil to write
their work out if needed.
When everyone is seated at their table corresponding with their group number, TTW pass
out The Imposter sheet. Each groups’ sheet is differentiated based on the level on the
students and labeled with the group’s number.
TSW work in groups to complete the activity as a team. Going through each row as a
team deciding which fraction decimal equivalent is incorrect or the “imposter”.
TSW raise their hand to have the teacher review their answers.
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If groups finish early, they are to find the decimal that would make the imposter correct.
When all groups are finished, or seven minutes have gone by, TTW have the students
pick a row to share which was the imposter. TTW display that groups’ sheet on the board.
Each group will have a chance to share one imposter they found. After reviewing, TTW
collect the sheets and TSW return to their assigned seats.
*Independent Practice
Not applicable for this day
5-10 Assessment
min Exit Ticket
TTW display the exit ticket on the board and pass out a half slip of paper to each student
for them to work on for the exit ticket.
TSW complete the ticket independently, turning it in when they are done.
When all students are done, TTW review the ticket with the students, having them
volunteer their responses. TTW ask the students if they are any remaining questions they
have from today or about decimal fraction equivalences before their assessment the next
day. TSW raise their hand if they have questions.
2 min *Closure
When the students’ questions are answered, TTW close the lesson by having captains put
away math notebooks and take out Social Studies notebooks. Co-captains will take out
the social studies textbooks.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Small Group Activity-
The small groups for the imposter activity were created based on the exit ticket from the previous
lesson. The students were placed into four groups based on their exit ticket responses. Group 1
being the highest, group 4 the lowest.
Each group sat at a table and was given an activity sheet. The table number corresponded with the
group’s number. Each group had a different sheet that was differentiated to their level and labeled
with the group’s number. Group 1 was given more challenging problems, Group 4 focused on the
unit fractions, and groups 3 and 2 fell into what is expected and slightly above.
Classroom Management Strategies (To ensure a positive learning environment).
“If you can hear me clap once, if you can hear me clap twice.” – to quiet the class and focus their attention on
the teacher
Class jobs- captains get materials, cocaptians put away materials
Table points- points given when everyone at the table has their materials ready, they are quiet, and
have a thumbs up to show they are ready, used during transitions
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
The lesson went well. The students met the objectives. Each group was able to complete their
activity sheet successfully. I would change the timing of this lesson because it ran short. I would
have made the imposter activity longer. The students completed it quicker than expected.
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Lesson Materials
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Google Slide

Who is the Imposter? Activity Sheets

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Reference

Hedrick, K. A. (2012). Differentiation. School Administrator, 69(5), 26–30.