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**Sample Co-Teaching Lesson Plan (Direct Instruction)
**

Teachers:

Subject:

Claire Raykovitz and Fae Fosdick

4th Grade Mathematics

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:

overhead projector

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

good grades. I will then ask the students to follow along and read the topic and essential question aloud with

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

they are ready to learn.

their hands on the desk when they are ready.

ALL students will read aloud the topic when asked

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

talking to your partner about your thinking and

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.

After fifteen minutes, the students will return to their

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.

After 15 minutes, the students will return to their

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,
**

give me a high five and return to their seats.

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.

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