# USF Elementary Education Lesson Plan Template (S 2014

)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
they’d never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCD’s of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

Lesson Content
“MACC.4.NF.1.1: Extend understanding of fraction equivalence and ordering (Common
Core).

“ How can you use multiplication to find equivalent fractions?”

“Use multiplication to generate equivalent fractions”

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

to re-write the sentence in
future tense D: with no errors
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it
this way?
 Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
 What formative evidence
will you use to document
student learning during
this lesson?
 What summative evidence
will you collect, either

I am teaching this objective because it goes along with the standard involving equivalent
fractions, which is required. Students will need to understand the basic equivalency of
fractions in order to understand future content. I’ll be teaching it in a hands on way
because it allows students to really apply what they are learning. Students need to
understand equivalent fractions for life, especially when cooking or preparing food.

Formative: Turn and Talks, Engagement Activity
Summative: Workbook Pages

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

during this lesson or in
upcoming lessons?

What Content Knowledge
is necessary for a teacher
to teach this material?

Students need to have a basic understanding of fractions, factors, and their multiplication
facts.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Students need to have practiced and worked with multiplication facts. I can look back at
students previous test scores and data. My students are both agp and students with
disabilities, as well as the “average” student.

 How will you ensure
students’ have this
previous knowledge?
 What do you know about
them?
 What do you know about
content?
What misconceptions

They may not correctly understand multiplication. They may mix up the numerator and

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

this content?

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

denominator.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Independent, Student Led, whole group and small group.

Time

10
min

Who is
responsibl
e (Teacher
or
Students)?
Student

Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

Where applicable, be sure to
 What Higher Order
Thinking (H.O.T.) questions
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students
transition between
activities?
 What will you as the
teacher do?
 What will the students do?
 What student data will be
collected during each
phase?
 What are other adults in
the room doing? How are
they supporting students’
learning?
 What model of co-teaching
are you using?
What will you do if…

Name: ____Gabrielle
Group
Size:
Whole
Group

Engagement Activity where students must fold paper and take note
10
min

Teacher
Instruction on Fractions, providing examples
Student

30
min

Small group and individual work on wkbk pages

…a student struggles with the content?
Provide small group instruction.

What will you do if…

Date of Lesson: 6 October
2016

…a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

Allow them to help other students and practice multiplication facts.
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
Students get the chance to have hands on engagement with the paper folding
activity which is good for my kinesthetic learners. Students also need to have
an understanding of equivalent fractions.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects to the community because students need to understand
equivalent fractions in their community, an example being in distance, like
figuring out what ½ from a destination is.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate the engagement activity; my first block will use just one
sheet, while my other block uses two sheets. I will also provide more examples
to my second block.

How will you differentiate instruction for students who need additional
language support?
I will read directions when necessary.
Accommodations (If
needed)
(What students need specific

Student A: Possible motivation before lesson. Constant Reminders

USF Elementary Education Lesson Plan Template (S 2014)
Schwarz________________________________
Grade Level Being Taught: Subject/Content: Math
4th

Name: ____Gabrielle
Group
Size:
Whole
Group

Date of Lesson: 6 October
2016

accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Math Wkbks, white copy paper, math notebooks, pencils, elmo, projector, board.
My Collaborating Teacher, and the GO Math Florida Teacher Edition; Houghton Mifflin
Harcourt. 2013. Go Math! Florida: Common Core Edition.