# LESSON PLAN

Sample Co-Teaching Lesson Plan (Direct Instruction)
Teachers:
Subject:
Claire Raykovitz and Fae Fosdick
Standard:
4.OA.C.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern
that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate
terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Explain informally why the numbers will continue to alternate in this way.
Objective (Explicit):
 When given an input output table with two variables and a sequence of numbers, the students will be able to
determine the rule and find the missing numbers.
Evidence of Mastery (Measurable):
 When given an individual worksheet with five input output tables to complete and find the rule of, the
students will be able to correctly state the rule and find the missing numbers in the table on 4 out of 5
attempts.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 The SWBAT define the term variable, input and output.
 The SWBAT identify patterns in numbers.
 The SWBAT correctly write the rule for the table.

The SWBAT individually complete a worksheet finding rules and number patterns

Key vocabulary:
Variable
Input
Output

Materials:
pencil
paper (worksheet)
math notebook
Whiteboard and marker (if student desires)

Opening (state objectives, connect to previous learning, and make relevant to real life)
 The day prior, we will have taken a pre-assessment (made by myself) on input and output tables. The
students will have completed two tables, and summarized their learning from the day before as well as
created their own input output table. I will use this pre-assessment to understand the level of understanding
and where I need to begin.

Instructional Input

To start my lesson I will ask the students to take out their avid math notebooks and open to the first page of
notes that we took yesterday in class. This lesson will be a review lesson from the new material we learned
yesterday so first we will go over our notes as a class to refresh our memory and answer any possible
questions or confusion. Once everyone has their notebooks out and are ready for a review I will state that
this is a very important review for our quiz tomorrow and that it needs to be taken seriously so we can all get
me.
Teacher Will:

Student Will:

I will ask the students to take put away their morning The students will take out their AVID math
work, take out their AVID math notebook, a pencil
notebook and put away everything else on their
and put away everything else on their desks that may desk besides a pencil.
be a distraction to them.
The students will open to their math notes from
I will then ask the students to open up to the first
this week and put their hands on the desk when
page of the notes we took the day before and fold
their hands on the desk when they are ready.
When I see that everyone is ready to participate, I
to do so. We will continue this for the essential
will say:
question, vocabulary and steps for completing an
input output table.
“Everyone, what is our topic?”
All of the students will respond with the topic.
The students will take out a piece of paper and
copy down two input output tables that I have
We will then move to the essential question. The
shown up on the projector.
whole class will read it aloud.

We will review our vocabulary words; Input, Output
and Variable

As a class, we will complete both input output
tables, with the expectation of full student
participation and the students completing the
problems on their paper as well.

And the steps to completing an input and output
table.
As a class we will complete two input output tables
completing all of the steps from our notes.

Guided Practice

Co-Teaching Strategy/Differentiation
One teach – One observe. I will be teaching and reviewing each section of our notes as a review. My
mentor teacher will be observing from the back of the classroom making sure all students are following
expectations and completing the task. If a student has a question or is confused during instruction, my
mentor teacher will quietly work to answer that students question.
Teacher Will:
Student Will:
When we have compelted the two problems step by
step as a class, I will ask the students to clear their
desks of nothing but a pencil and their note sheet.
I will then ask the passers (three assigned students)
to pass out the handout we will be working on.
I will give directions to the students:
“When I say go, I want you guys to find a partner, sit
with that partner and quietly work on this worksheet.
This is a review for tomorrows quiz, so it is very
important that you are following expectations and

The students will put away all of their materials
besides their pencil and note sheet.
The three passers (assigned on job board in
classroom) will come up and take the worksheet to
pass out to classmates.
The students will sit down and listen to instructions
on what we will be doing next.
When told to begin, the students will stand up,
push in their chairs, find a partner and go to an

working your best. We will have fifteen minutes to
compelte the worksheet, and I want you guys to be
reasoning. I will be walking around if you are to have
any questions. Begin”.
The students will work in their pairs to complete the
review worksheet. This will allow students who may
not completely understand the topic to learn from a
student who does understand.
The students will have 15 minutes to complete the
worksheet. During this time I will walk around the
classroom, make sure the students are on task and
help any confusion or help needed.
seats. I will use the random name chooser for each
problem. When the student gets called on, they will
come up to the overhead projector, and explain to
the class what they did for the problem, and why
they did it. They will basically be the teacher.
If there is any confusion on a problem, I will be
standing there. I will also be asking questions to the
students throughout to make sure they knew why
they did what they did.
*We will do this for the remaineder of the problems*
I will then answer any questions the students may
have.

open space to work on the worksheet.
For the next 15 minutes the students will work on
the worksheet. During this time, the students
should be helping one another, to answer any
questions or confusion.
seats.
The teacher will use the random name chooser to
choose who will come up and be the teacher for
each individual problem.
The sudents will walk up to the overhead,
explain what they did for the problem they were
assigned, and why they did it.
The students will answer any questions that may
be asked by the students, as well as the teacher.
When the student is done explaining the students
will put two thumbs up in the air, or thumbs
down if they agree or disagree.
If a student disagrees I will have them explain their
reasoning, and why they disagree to figure out
where they went wrong, or if they were correct.
*This process will continue for the whole
worksheet*
The students will ask the teacher any other
questions they may have and then put these in the

math section of their binder.

Independent Practice

Co-Teaching Strategy/Differentiation
Both observe. Considering that this lesson is more of a review for the students, At this time we will both
be mostly observing and asking questions to the students to challenge their thinking. One teach- one
observe will occur at the beginning when the students are going over their notes, and the teacher is givng
instruction for the activity/lesson.
Teacher Will:
Student Will:
I will have the students put away everything but a
pencil. I will wait until the class is silent. I will then
ask the passers to come up and hand out a little slip
of paper.
I will put a little slip of paper on the overhead
projector so the students can see what to do.
I will create my avid heading (name, date, topic) on
the right hand corner of the paper. I will then create
an input output table with a missing variable, and a
place for the students to write the rule.
Ex:
Input Outpu
(A)
t
(B)
2
4
8
16

The students will put everything away besides a
pencil. The class will become silent and wait for
the exit ticket to be passed out by the passers.
The passers will give every student a slip of paper
where they will write the name, date and topic at
the top right corner.
When the students have completed that first step
they will put their pencils down and put their
hands on top of their head.
The students will then copy the input output table
onto their paper and the questions that the teacher
wrote down as well.
For the next five minutes, the students will
complete the exit ticket quietly. When they are
done they will walk to the front of the

5

G?

What is G? _________
What is the Rule? ___________
I will then set the expectation that this is done
silently, and with no talking with peers. This is an
assessment of learning, and I want to see what the
students know.

classroom and bring the ticket to the teacher,
The students will then put away their math
materials queitly and prepare for math
intervention.

I will ask the students to bring their paper up to me
when they are finished, and then go back to their
seats, put away their math materials, and prepare for
Math intervention time.
Co-Teaching Strategy/Differentiation
Both observe. We will be walking around watching the students thinking processes on this indiviudal
activity. We will answer any questions the students may have.
Closing/Student Reflection/Real-life connections:As a closing, I will remind the students about their math quiz
tomorrow. I will let them know how many questions it is, and that the quiz will be on what we have been learning
this past week. I will let them know that they are able to use their notes from class, and that next week we will be
heading into input output tables with two operations rather than just one.