Teacher Education Program

Elementary Lesson Plan Template – ABRIDGED

Name: Alexa Smith Date(s) of implementation: 4/15/2024

Key Content Standards and CA ELD Standards (Integrated ELD): List the relevant parts of each content and ELD standard. (TPE 3.1)
6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams, or equations.
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model
to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In
general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
6.EE.B.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p,
q and x are all nonnegative rational numbers.
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
Students will be able to use previous understanding of dividing fractions by fraction, solving ratio problems and writing and solving math
equations to complete chapter closure problems.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Students need to be comfortable in multiplying fractions by fractions using the “unit 1”, as well as being comfortable in their multiplication,
division, addition in subtraction. Because this is a review lesson, students should have some understanding of each problem type so they do
not experience cognitive overload during the chapter review problems.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective by the
end of the lesson or learning segment? (TPE 1.5, 3.3, 3.4, 5.1)
Students will be completing the problems in their math notebooks. Teacher will know that students have met the learning objective if students
express they feel good about the chapter closure problems.
Modifications: What modification of the above assessment will you use for students with various support needs (including language learners)?
(TPE 4.4)
The chapter closure problems are available in students' language of choice. Students can use any method or tools to solve the problems.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson(s)?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
Because I will be sitting with a small group, I will be increasing/decreasing my pace based on student understanding. I will also add in
problems to give opportunities for more practice if it is evident students need it.
Connections (TPE 1.1, 1.3, 2.1, 4.1, 4.2, 4.4)
· Connections to Students’ Lives - experiences, interests, development, and social emotional learning needs:
Sitting in a small group with students helps them gain confidence around their math skills.
· Connections to Real Life Contexts & Culturally Responsive Practices:
Math problems relate to real life contexts.
Differentiation (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
Describe your differentiated instructional strategies for…
· Varying Academic Abilities:
Students are completing the problems in small groups, with different amounts of support. Students are arranged in homogenous small groups
to allow them the most support to complete their problems. Some students are paired with an instructor.
· Language Levels:
Problems which use English are available in Spanish. Students who speak mostly Spanish are paired with an instructor in their small group
who speaks Spanish which allows them to ask any questions they have and get instructional support in their language of choice.
 Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
Students should understand that a math equation has an equals sign in it and be able to read the question to understand how to solve it.
Similarly, students should know what a variable is and be able to identify it when completing questions involving variables. If they ask
questions, they should be able to use this language.

Name: Alexa Smith Date(s) of implementation: 04/15/2024

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5)
build metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY 1 of 1
Time Teacher Student Resources / Materials
8:30 T: Good morning everyone! Since I can see S: Students will be sitting at their Chromebooks, Math
you’re all at your seats and ready to go, let’s tables, raising their hands to share notebooks with multiplication
start off with the question of the day. out and talking with their tables chart,, pencils, classroom
when instructed. poster, whiteboard, algebra
tiles
What do you think is the biggest problem facing
the world right now?

Go ahead and talk with your tables.

We have time for three share outs.

8:10

*take share outs*

I asked that question because for our warm up

today we are going to look at some statistics
about what other kids think about that question.

What does statistics mean?

Go ahead and look at this graph with your

table. What do you notice? I’m going to be
asking for three shareouts.

Okay, what did we notice about the graph? We

have time for three shareouts.

*take shareouts and use them to prompt

 student understanding further by asking follow
up questions which relate to their noticings*

8:25 Since we have a math test coming up on S: Students will be working in their
Wednesday, we are going to do our chapter assigned small groups to complete
closure problems in small groups as usual. On the chapter closure problems.
the board are your groups. Go ahead and Students can read or play prodigy if
move to the table indicated on the board. they finish early.

*One small group is working with me, one with

a para, one with a TA, and some by
themselves- transition to small groups*

Hey guys! How are we feeling about the test?

Okay, let’s get started. Take out your

chromebooks and go to Schoology. In math
there is a powerpoint with the chapter closure
problems.

We are going to do two problems for every

category that we have learned about. I’ll let you
try both problems by yourself, but I’m here if
you have any questions.

Look at the first two problems, remember,

these are about ratios. You can use your math
notebook and your multiplication chart if you
would like. You can also grab algebra tiles if
you would like.

*Answer any questions and go over problems

with students if they would like*

Great job! Look at the next two problems,

remember, these are about unit rates. You can
use your math notebook and your multiplication
chart if you would like. You can also grab
algebra tiles if you would like.

*Answer any questions and go over problems

with students if they would like*

Great job! Look at the next two problems,

remember, these are about distributive
property. You can use your math notebook and
your multiplication chart if you would like. You
can also grab algebra tiles if you would like.
We used these when we learned how to solve
these problems.
 *Answer any questions and go over problems
with students if they would like*

Great job! Look at the next two problems,

remember, these are about algebraic
equations. You can use your math notebook
and your multiplication chart if you would like.
You can also grab algebra tiles if you would
like. If you don’t know what a word means,
check the posters around the room.

*Answer any questions and go over problems

with students if they would like*

Great job! Look at the next two problems,

remember, these are about fraction division.
You can use your math notebook and your
multiplication chart if you would like. You can
also grab algebra tiles if you would like.

*Answer any questions and go over problems

with students if they would like*

Before we finish, do you have any other

questions about the test? Or anything you
would like to go over again?

10: 10 Don’t forget, this test doesn’t measure what

kind of person you are, how smart you are, or
anything else about you. We just need to try
our best. You are all prepared.

10:20 *Whole class* Can everyone please put away

your math notebooks and you can go back to
your original seat.