Math Unit Plan Compiled-2

Lesson Plan Plan #1 : Math 323 Version
Name: Noah Treffers and Lauren Van Vugt Date: November 2018
Grade Level: Fourth Grade Subject/ Topic: Multi-Step Word Problems
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION

Main Focus/Essential Questions: How do we solve multi-step word problems?
Brief Context: In third grade students learn about two-step problems using the four operations (3.OA.D.8 Solve
two-step word problems using the four operations. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.3). Then in the fourth grade, they learn about quotients and remainders
using a variety of strategies (4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.). This definitely relates to our lesson because students will be working
with division with these strategies as we will be working with all four operations. Another fourth grade topic that is
covered is using the four operations that pertains to our topic is to use the four operations in word problems
involving a variety of other things like time, distance, fractions, etc. (4.MD.A.2 Use the four operations to solve
word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.). After fourth grade, the topic is again taught with real-word problems
in the seventh grade (7.NS.A.3 Solve real-world and mathematical problems involving the four operations with
rational numbers.)
Prerequisite Knowledge/Skills:
The prerequisite knowledge and skills we are hoping students have are the strategies used to solve the
four basic operations. In addition, having the prior experience with word problems is helpful, but not
required.
Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:

1. Solve multi-step word problems using 1. Observations while they are
multiple operations. completing their tasks.
2. Reviewing their poster papers with
their task cards after class.
2. Determine the correct numbers and
operations to use for the multi-step
problem.
Standards Addressed in Lesson: (Include full standard.)

CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.
Instructional Resources:
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.
Kids in the fourth grade are beginning to develop the ability to see others’ points of view. In addition,
they are also able to explain or argue a point of view in relation to another one. This might be helpful in
understanding and accepting a variety of methods to solve a problem. Students at this age also are able
to understand how things are connected more in their lives as well as in school (making connections
from prior knowledge to something new). They are becoming increasingly responsible and often enjoy
being trusted with more and more responsibility. This also factored into our decision to give them more
open-ended activities in which they can have independence and autonomy. Also socially they become
very critical of themselves and others, they complain about fairness and hurt feelings, individualistic and
competitive, and they need lots of encouragement. These developmental characteristics will affect how
we group students and encourage them in their mathematics.
Morin, Amanda. “Developmental Milestones for Typical Fourth and Fifth Graders.” U
nderstood.org,
www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-milestones/developmental-miles
tones-for-typical-fourth-and-fifth-graders.

https://www.responsiveclassroom.org/sites/default/files/et4intro.pdf
ADD MORE ABOUT UDL AND ABOUT STUDENT DEVELOPMENT/INTERESTS? (and add to lesson two as
well)
DOMAIN 2: THE CLASSROOM ENVIRONMENT
CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged,
redirect off task students, and facilitate procedures/transitions within your lesson.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION

BEFORE: Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Read Math Curse Story:
○ Focusing on the first four pages, skip to blue cupcake problem and rows of desk, and
then end on the chalkboard problem with the final 7 pages.
○ Read the story with the pages selected above with the whole class.
○ After reading through once go back and work on the problems.
■ “I wake up at 7:15 AM. It takes me 10 minutes to get dressed, 15 minutes to eat
my breakfast, and 1 minute to brush my teeth. **If my bus leaves at 8 o’clock
will I make it on time? How many minutes are in one hour?”
● Framing: This problem will help us get some practice with multi-step
word problems. To solve these problems, we first need to find
important information in our problem. Then we will figure out what
operation would be best to use: addition, subtraction, multiplication,
and division. You have done all of these things before, but the tricky
part will be choosing which one is best.
● So in this problem, we know the following things: she woke at 7:15, it
took her 10 min. to get dressed, 15 min. to eat breakfast and 1 min. to
brush her teeth. We also know that her bus leaves at 8am.
● Next I am going to think, what do I need to figure out in this problem?
The last question says, “will I make it on time” if the bus leaves at 8am.
● So, I am going to start by adding together all the things she is doing in
the morning to find the total time it takes her to get ready. I will add 10,
15, and 1. So it takes her 26 minutes to get ready. Then I will use the
time she started 7:15am and add her time to that. So if I add that on, I
will get 7:41 as the time she will be ready. (show this on the clock).
■ So, what time is the latest she can wake up and get to the bus? Work through
the problem on the whiteboard.
● I know there are 60 minutes in an hour. If she wants to be ready right at
8 o’clock, I would have to subtract the amount of time it takes her to get
ready from that time. 8 o’clock, take away 26 minutes, is a tricky
problem. I think I will subtract it in smaller amounts. 8 o’clock, take
away 15 minutes is 7:45. Take away 10 more, it will be 7:35. If I take
away one more minute, it will be 7:34. So that is the latest time she
could get up to still make it to the bus by 8am.
■ Closing:
● So, to solve this problem, I first started with underlining the important
numbers and figuring out what I want to find out. Then I added up the
time it took her to do all those things, and added it to the time she got
up. Finally, I subtracted that number (26) from 8am to find out the latest
she could get up.
■ Have students attempt to solve the following problem on their whiteboards:
“The whole morning is one problem after another. There are 24 kids in my class
I just know someone is going to bring in cupcakes to share. We sit in 4 rows with
6 desks in each row. **What if Mrs. Fibonacci rearranges the desks to make 6
rows? 8 rows? 3 rows? 2 rows?” Then model if time allows.
■ Teacher says - Mrs. Fibanacci’s room is arranged with 4 rows and 6 desks in each
row because she has 24 kids in her class. Model this on the board for the
students.
Framing
○ We are going to be working through a different word problem. I
have heard from Miss Bousaab that you have done this already.
I also know that you have been using multiplication, division,
subtraction, and addision. This is helpful because words
problems are something that we use in the real world everyday.
Mathematical Work
○ Go through the problem and underline the important numbers.
○ Make your thinking present by thinking about how 24 divides
into 6.
○ Draw this on the board using 6 groups and having 24 total
desks.
○ Explain that when you find 24 divided by the number of rows
you found the number of seats in each row.
Closing
○ Summarize, talk about the important numbers. Go through how
you divided 24 to figure out how many desks were in each row.
Explain how you drew the different groups to find how many
rows you would need.
● What if she rearranges the desks to make 6 rows? What about 8 rows?
What about 3 rows? What about 2 rows? How many desks will be in
each row? Turn and talk to a partner about how you might figure this
out.
● For each problem have students use their whiteboards to model the
question. Then have students show their whiteboards and choose a
student to bring their whiteboard up and share it with the class. Have
the student explain what their picture is showing, or ask others to help
this student explain if needed.
● Write a sentence to explain, an algorithm, and an illustration. Explain to
students that “there are many ways we can explain how we solved this
one problem. We drew a picture, we wrote a sentence, and we showed
with numbers how we did this.”
■ IF EXTRA TIME DO THIS PROBLEM:

■ “I count the 24 kids in our class again, this time by 2s. Jake scratches his paper
with one finger. How many fingers are in our class? Casey pulls Eric’s ear. How
many ears are in our class? The new girl, Kelly, sticks her tongue out at me. How
many tongues in our class?”
■ Teacher says - Could you figure out How many fingers are in our class? Walk
around and guide students if they are confused. Have students model how they
find the problem on their whiteboards.
● How many ears are in our class?
● How many tongues are in our class?
■ For each problem have students use their whiteboards to model the question.
Then have students share their answers with a partner and choose a student to
bring their whiteboard up and share it with the class. Have the student explain
what their picture is showing, or ask others to help this student explain if
needed.
● Behavioral expectations
○ You will be working in groups. In these groups you will be given task cards to work on.
Our goal is not to get these done quickly but to explain your thinking in words and in
pictures. In your groups we want everyone to participate equally, respect each others
thoughts, ask questions within your group, and respect the other groups around you. If
we see groups that aren’t working together well you will be asked to solve the tasks on
your own.
● Explain the task cards.
○ “For each of these cards we want you to use this poster pad paper to show us how you
solved it. Like we did on our boards with the Math Curse Problem we want you to show
your method of finding the problem, a drawing, and a written explanation of how you
solve the problem”
DURING:Development: [It may help to number your steps with corresponding times.]
● Working on tasks with their partners in their groups. Groups will be assigned by Amira based on
ability. There will be 5 different groups. Each group will get a task card and solve the problem on
a poster paper pad. As students finish their task they can come get new task cards and check in
with a teacher to have formative assessment.
● Encourage students to explain with words, equations, and drawings to represent their thinking
● The teachers will hand out task cards to groups as the need it, rotate around the room, assists as
needed, and observe.
AFTER: Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an
assignment or independent practice.)
● Regather as a whole group and do a problem together on the overhead (already is solved, but
has an error)
● Read the problem: Gabby and Jake made cookies for the school bake sale. Gabby baked 52. Jake
baked twice as many as Gabby. How many cookies did they bake altogether?
○ Frame: We worked on multi-step word problems today. These will help us know how to
do math problems in real life when they aren’t just written out as an equation. Let’s go
over one more problem.
○ I asked one of my friends to do this problem for me yesterday. I think that she did a
really good job with this problem, but there is a mistake in her work.
○ Let’s take a look at this problem and see if we can identify the things that my friend did
well. Any ideas?
■ Possible student responses: underlined the important things, drew pictures, etc.
○ Very good! (list the above things if needed)
○ Take a few seconds to read through the problem again and think about what my friend
may have forgotten to do. Any ideas? (forgot to do the last step)
○ That’s right. She forgot to add the two totals together. How did you know she had to do
that? (the last sentence: How many cookies did they bake altogether?)
○ I will add the total that Gabby baked to the total that Jake baked to get the total they
baked altogether. So that is 104 that Jake baked, and 52 that Gabby baked. That means
if we do the math, they baked 156 altogether. I will circle that as my answer.
○ Awesome! So let’s review what we did to figure out this problem. First, my friend
underlined the important numbers in the problem. Then she write out the information
she knew: What Gabby baked --52, and what Jake baked--two times as much as Gabby.
She used some visuals to help her. She wrote out her equation and solved it. Then we
realized that she forgot the second step. We kept reading and found out that the
problem is asking how many did they bake all together. We decided that that meant we
should add their two totals together.
Modeling Guide Day #1:
I wake up at 7:15 AM. It takes me 10 minutes to get dressed, 15 minutes to eat my breakfast, and
1 minute to brush my teeth.
If my bus leaves at 8 o’clock will I make it on time? How many minutes are in one hour?
So, what time is the latest she can wake up and get to the bus?
Modeling Problem #2 for day #1:
The whole morning is one problem after another. There are 24 kids in my class I just
know someone is going to bring in cupcakes to share. We sit in 4 rows with 6 desks in
each row.
What if Mrs. Fibonacci rearranges the desks to make 6 rows? 8 rows? 3 rows? 2 rows?
Tiered task cards day #1:
Group 1 (highest level):
1. The friends in your class like to exchange stickers. You decide to give each classmate 4 blue
stickers and 8 red stickers. You have 19 classmates. How many stickers will you need? Show
the method you used to solve the problem, a drawing, and a written explanation.
2. Everyday your teacher gives you 6 stickers. You have been at school for 19 days. How many
total stickers do you have? You have given your little brother 2 stickers each day. How many
total stickers do you have now? Show the method you used to solve the problem, a drawing,
and a written explanation. Is there another way you could solve this problem? Show this method
if there is.
3. You’ve been given 6 stickers a day and you have been at school for 31 days. You decide to
give each classmate 4 stickers. How many classmates will you be able to give stickers to? Will
you have any left over? Show the method you used to solve the problem, a drawing, and a
written explanation.
4. Your younger brother wants to give some stickers to his classmates. Explain to him in words
and pictures how to figure out how many classmates he can give stickers to if he gives 2
stickers to each classmate.
Group 2:
stickers and 5 red stickers stickers. You have 19 classmates. How many stickers will you need?
Show the method you used to solve the problem, a drawing, and a written explanation.
2. Everyday your teacher gives you 6 stickers. You have been at school for 11 days. You have
given your little brother 2 stickers each day. How many total stickers do you have now? Show
the method you used to solve the problem, a drawing, and a written explanation. Is there
another way you could solve this problem? Show this method if there is.
stickers to each classmate. Example: What would he do if there were 19 students in his class?
Group 3:
1. The friends in your class like to exchange stickers. You decide to give each classmate 3 red
stickers and 4 blue stickers. You have 15 classmates. How many stickers will you need total?
Show the method you used to solve the problem, a drawing, and a written explanation.
2. Everyday your teacher gives you 6 stickers. You have been at school for 10 days. You have
given your little brother 2 stickers each day. How many total stickers do you have after 10 days,
after giving your brother 2 a day? Show the method you used to solve the problem, a drawing,
and a written explanation.
Group 4:
the method you used to solve the problem and with a drawing.
total stickers do you have after 10 days. How many would you have if you gave your brother 22
stickers? Show the method you used to solve the problem and a drawing.
you have any left over? Show the method you used to solve the problem and a drawing.
Group 5 (lowest level):

the method you used to solve the problem and with a drawing.
Total kids (image of stick person) = 15 (15 stick people)
Each kid (stick person) gets 2 blue stickers and 2 red stickers (circles)
How many stickers (circles) do you need?
total stickers do you have after 10 days. How many would you have if you gave your brother 22
stickers? Show the method you used to solve the problem and a drawing.
Stickers (circles)
Days (use a calendar and circle days)
you have any left over? Show the method you used to solve the problem and a drawing.
Stickers (circles)
Rubric Day #1:
Math Concept: Multi-step word problems
Level of Understanding Names of Students & Additional

Notes
Above and Beyond

-Clear Understanding.
-Communicates concept in multiple ways.
-Shows evidence of using idea without prompting
Specific descriptors:
1. Uses correct numbers from the multi-step problem.
2. Gives drawing that accurately represents the problem.
On Target
-Understands or is developing well.
-Uses some pictures/representation
1. Use some correct numbers for the multi-step problem.
2. Gives drawing, but it may not be entirely accurate.
Not There Yet

-Some confusion or misunderstands.
-Only models idea with help or does not model at all
1. Does not use the correct numbers for the multi-step
problem.
2. Gives no drawing or the drawing is entirely wrong.
Lesson Plan Day #2 : Math 323 Version
Name: Noah Treffers and Lauren Van Vugt Date: November 2018
Grade Level: Fourth Grade Subject/ Topic: Multi-Step Word Problems
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION

Main Focus/Essential Questions: How do we solve multi-step word problems?
Brief Context: In third grade students learn about two-step problems using the four operations (3.OA.D.8 Solve
two-step word problems using the four operations. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.3). Then in the fourth grade, they learn about quotients and remainders
using a variety of strategies (4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.). This definitely relates to our lesson because students will be working
with division with these strategies as we will be working with all four operations. Another fourth grade topic that is
covered is using the four operations that pertains to our topic is to use the four operations in word problems
involving a variety of other things like time, distance, fractions, etc. (4.MD.A.2 Use the four operations to solve
word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including
problems involving simple fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.). After fourth grade, the topic is again taught with real-word problems
in the seventh grade (7.NS.A.3 Solve real-world and mathematical problems involving the four operations with
rational numbers.)
Prerequisite Knowledge/Skills:
The prerequisite knowledge and skills we are hoping students have are the strategies used to solve the
four basic operations. In addition, having the prior experience with word problems is helpful, but not
required.
Lesson Objectives/Learning Targets Aligned Assessments

Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:

1. Create multi-step word problems 1. Looking at their individual work on the
using multiple operations. problem guides.
2. Determine the correct wording and
ideas to make a math problem into a
multi-step word problem.
Standards Addressed in Lesson: (Include full standard.)

CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.
Instructional Resources:
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.
Kids in the fourth grade are beginning to develop the ability to see others’ points of view. In addition,
they are also able to explain or argue a point of view in relation to another one. This might be helpful in
understanding and accepting a variety of methods to solve a problem. Students at this age also are able
to understand how things are connected more in their lives as well as in school (making connections
from prior knowledge to something new). They are becoming increasingly responsible and often enjoy
being trusted with more and more responsibility. This also factored into our decision to give them more
open-ended activities in which they can have independence and autonomy. Also socially they become
very critical of themselves and others, they complain about fairness and hurt feelings, individualistic and
competitive, and they need lots of encouragement. These developmental characteristics will affect how
we group students and encourage them in their mathematics.
Morin, Amanda. “Developmental Milestones for Typical Fourth and Fifth Graders.” U
nderstood.org,
www.understood.org/en/learning-attention-issues/signs-symptoms/developmental-milestones/developmental-miles
tones-for-typical-fourth-and-fifth-graders.
https://www.responsiveclassroom.org/sites/default/files/et4intro.pdf
DOMAIN 2: THE CLASSROOM ENVIRONMENT

CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged,
redirect off task students, and facilitate procedures/transitions within your lesson.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION

BEFORE: Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Modeling something like the powerpoint/one question like what we will be doing.
○ Question:
○ Step one: 11 + 7
○ Step two: Take away 6 from the total
○ Answer: ?
○ Pick an object/context and write a problem.
○
○ Script for modeling:
■ This is a multi-step problem that I need to turn into a real world problem that
would have multiple operations or steps in it.
■ I know you have worked on multiplying, dividing, add, and subtracting. You have
also world on multi-step problems before.
■ These are great problems because like we learned from the book Math Curse
almost everything can be turned into a math problem.
■ What I’m going to do is solve the problem first.
● 11+7= 18
○ Draw it and use algorithm
● 18 - 6 = 12
○ Draw it and use algorithm
■ How am I going to turn this into a word problem?
■ Tell the students how I made Christmas cookies this past weekend.
■ So walk through the problem:
● I made 11 cookies.
● My friend made 7 cookies.
● How many do I have altogether?
● I went home and my friend and I ate 6 of the cookies.
● How many do I have left over?
■ Summarize how you solved the problem and then turned it into problems.
○ Now you are going to work on making your own problems.
● Behavior expectations :
○ Each of you are going to get this worksheet. It gives you a space where you can solve the
problem, where you can come up with ideas of what to turn your problem into, and
with a space where you can write your word problem.
○ We expect that you will raise your hand during the activity if you need help, and work
quietly to respect other people who are trying to work.
● Introduction of the task:

○ Show the problem card up on the projector and ask students to come up with numbers
to make the problem.
○ Give each student a worksheet and have them start this problem.
DURING:Development: [It may help to number your steps with corresponding times.]
● Students will be given tasks to do that are leveled for them.
● Students will be given problem guides to fill out for their task they are given.
● Teachers will roam the room, assist where needed, and ask students questions to
prompt their thinking.
AFTER: Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an
assignment or independent practice.)
● To close, we will observe student work during the task and have selected one to two problems
to show on the overhead. We will give them the word problem and have them try to solve the
word problem on a problem guide.
● Then a teacher will go through the problem by picking out the steps and equation that are
needed. The teacher models the problem while asking students to help.
Tiered problems for different groups of students:
Step one: ___ + ___ (pick two #s between 5 and 15)

Step two: Take away ___ from the total (pick a #
between 5 and 10)
***This number can’t be bigger than the total of step 1***

Answer: ?

Pick an object/context and write a problem.

between 5 and 15)

Answer: ?


between 11 and 20)

Answer: ?


Step one: ___ + ___ (pick any two #s above 30)
Step two: Take away ___ from the total (pick any
# above 15)

Answer: ?


Step one: ___ - ___ ( pick two #s between 5 and 15)
*** The first # has to be the bigger # ***
Step two: Add ___ to the total (pick a # between 5
and 10)

Answer: ?


and 15)

Answer: ?


and 20)

Answer: ?


Step one: ___ - ___ ( pick any two #s above 30)
Step two: Add ___ to the total (pick any # above
15)

Answer: ?

Step one: ___ x ___ ( pick any two #s between 5 and
15)
Step two: Add ___ to the total (pick any #)

Answer: ?


Step one: ___ x ___ ( pick any two #s between 5 and
15)

Step two: Take away ___ from the total (pick any
#)

Answer: ?


Step one: 11 + 7
Step two: Take away 6 from the total

Answer: ?

Pick an object/context and write a
problem. (modeled)

Step one: __ - __
Step two: Add __ to the total

Answer: ?

Pick an object/context and write a
problem.

Student worksheet day #2:
Name:_______________________
Problem Guide
Solve the problem on the paper. Show the method of how you solved the problem.
What are a few ideas of objects or situations that you could use to make a problem?
Write your word problem below. Give the answer to it and make sure that it works.
Rubric Day #2:
3 2 1
Got it! Almost There! Not Quite!
- Correctly completed - Correctly completed - Did not correctly

the math for both of the math for at least complete the math for
the steps of the one steps of the any of the problem
problem and showed problem and showed and showed little to
work. work. work.
- Wrote a word problem - Wrote a word problem - Did not write a word
that contains both of that contains at least problem or wrote part
the steps. one of the steps. of a problem but did
- Wrote a word problem - Wrote a word problem not include the steps
that makes logical that makes logical - Wrote a word problem
sense. sense. that does not make
logical sense.

Math Unit Plan Compiled-2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math Unit Plan Compiled-2

Uploaded by

Copyright:

Available Formats

Lesson Plan Plan #1 : Math 323 Version

DOMAIN 1: PLANNING & PREPARATION

Lesson Objectives/Learning Targets Aligned Assessments

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

Standards Addressed in Lesson: (Include full standard.)

CONTENT MANAGEMENT: YOUR INSTRUCTION

■ IF EXTRA TIME DO THIS PROBLEM:

Group 1 (highest level):

Group 5 (lowest level):

How many stickers (circles) do you need?

Level of Understanding Names of Students & Additional

Above and Beyond

Not There Yet

DOMAIN 1: PLANNING & PREPARATION

Lesson Objectives/Learning Targets Aligned Assessments

Please number objectives and the aligned assessment measures.

The learner will: I will assess learning by:

Standards Addressed in Lesson: (Include full standard.)

DOMAIN 2: THE CLASSROOM ENVIRONMENT

CONTENT MANAGEMENT: YOUR ​INSTRUCTION

○ Now you are going to work on making your own problems.

● Introduction of the task:

Step one: ___ + ___​ ​(pick two #s between 5 and 15)

- Correctly completed - Correctly completed - Did not correctly

You might also like

CONTENT MANAGEMENT: YOUR INSTRUCTION

Step one: _ + _ (pick two #s between 5 and 15)