Co-Teaching Lesson Plan (Inquiry)

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Teachers:
Subject:
Alexander Kubes
Math
Standard:
3.OA.A.4. Determine the unknown whole number in a multiplication or division equation
relating three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 ? = 48, 5 = 3, 6 6 = ?
Objective (Explicit):
Students will be able to fill out input output tables.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to Multiply single digit numbers.
Students will be able to find missing variables in a multiplication problem.
Students will be able to divide to find single digit quotients.
Evidence of Mastery (Measurable):
100% of the students will be able to complete input output tables 8 of 10 times accuracy.
Key vocabulary:
Materials:
Input- the number that is the starting number Pencil
in a table
Paper
Output- the number that is the end product of Elmo
an input number
Projector
Rule- the function that the table has to follow. Smart Board
Worksheets
Engage (Make content and learning relevant to real life and connect to student interest)
Have students start with their math for today worksheet. This worksheet will have an
entrance ticket that incorporates students from the class to their first input output
table. This will get students involved in the math problem and they will recognize their
classmates names to give them some familiarity. Teacher will introduce the objective
to the class that is written on the whiteboard.
Teacher Will:
Student Will:
Teacher will instruct the students to
Students will pull out their journals
and record what the teacher is writing
open their target books. The teacher
projected on the smartboard.
will journal down some of the key
Students that need to move up may
vocabulary that they will be going
come to a closer position to record
over in class. The teacher will write
whats on the board. One student will
while talking using the projector to
turn off the lights so they can see the
allow the students to see. The teacher projector better. Students will
compare the input output tables to
will instruct the students sitting
closest to move the paper accordingly missing variable problems.
to allow it to be properly presented on
Brandon will stand up and start walking around his
the smartboard. The teacher will put a area making out of place actions and noises.
few examples with the actual
Amya will either want to stay in the back of the
classroom to most likely hide that she forgot her
vocabulary so the students get a
journaling book.
visual.
Ava will move up to the front of the class because

Explain

she likes to be close enough to talk to the teacher

even when told not to.

Co-Teaching Strategy:

Differentiation:

For this co-teaching I will have one teacher lead and

one observe. The secondary teacher will be making
sure that the students are all following along and
copying down what the instructing teacher is putting
on the projector.

Nashoba will sit up front and will be counted on

To help lead the class otherwise he will get off track
And start talking to other students.
Ava will be called on to see what she has input on
Definitions for.

Teacher Will:
Teacher will pull up the smartboard to
display examples of missing variable
problems first. Then the teacher will
draw a table on the board that is 2
columns and 5 rows with the tops of
the columns labeled Input, Output.
The teacher will place numbers in all
the input column and only one
number in the output column. The
students will have to figure out the
function to get the students to the
output. The students will need to first
decide whether it is increasing or
decreasing, which well tell them if
they are adding, or multiplying, or
subtracting, or dividing. After they
figure out what the rule is the
students will instruct the teacher what
to fill out on the table. Then the
teacher will pass out work paper to
the students and draw 4 tables on the
board for them to work in groups of 4
on.
Co-Teaching Strategy:

Student Will:
Students will put away their journals
as the teacher starts making the
missing variable problems on the
board. The students will raise their
hands to answer the missing
variables. Then they will do the same
when the teacher switches the
problems to the input output charts.
The students will then disperse the
papers out amongst themselves and
form groups of 4. They will then all
copy the problems that the teacher
has written on the board and work on
them as a group.

For this co-teaching I will have one teacher lead and

one observe. The secondary teacher will pass out
the papers to the students to make sure this is done
efficiently. This teacher will then group the students
in groups of 4 while the other teacher is creating
problems on the board for the students to copy
down.

Brandon, and Jerrell really prefer to work alone so

They may work on their own and also be given
Problems where the input is missing to challenge
Them a little more. Madison, Tyler, Brady, and
Bradly may be a little too off task to work in a group
So they may need to be separated and work
Individually.

Jennifer will say she did not get a paper because

she is in her own separate seat away from everyone
and she usually does not see the paper at the end of
the table on the other side of the computer.
Brandon will want to work alone because that is just
how he likes to work.
Madison will probably start getting off subject in the
group.
Tyler may also start getting off subject.

Differentiation:

Elaborate

Teacher Will:
Then the teacher will call the students
back to their original seats and start
going over the problems with them.
The teacher will have each group
come up to the smart board and fill
out 1 chart allowing each team to do
one problem each at the board. After
each team fills out the chart the
teacher will open the floor up to
discussing to whether the team was
correct or not. If the team was wrong
another team may come up and fix
the chart.
Co-Teaching Strategy:

Student Will:

One teacher will instruct as the other observes and

makes sure that the students are all collaborating
quietly and efficiently.

Noelia is smart but very quiet so she may be given a

Set of other charts to fill out.
For the students not already on a team they will
Choose 1 amongst themselves to represent the
Students that chose not to be on a team. ---

Students will come back to their seats to go over the

problems. The students will select team leaders to
represent their team and fill out the selected chart
on the board. If a team is wrong another team can
raise their hands to fix the incorrect chart on the
board.
Ava will keep asking to come up to the board to
write the answers. Fabian will most likely be the
team leader in his group because of his more leader
like personality. Nashoba will also most likely be the
teams leader.

Differentiation:

Evaluate
Teacher will have a worksheet to pass out to each student. The students will have to
complete 5 charts with several of the outputs missing. The students will also have to
state the rule that is being used in the chart.