USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 5th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
Part 1: Lesson Content
Using Whole Number Multiplication to Express Equivalent Measurements
How does this lesson connect to the interests and cultural backgrounds of your students?
-I am connecting this lesson to student interests by having the students complete an activity during the
lesson that they love. The students will be doing a “math scoot” for part of this lesson. The students will
be partnered up and have to complete a scavenger hunt around the room. I will try and include things
that are relevant to the student’s interests in the problems (as some of them would be work problems)
that will be posted around the room.
How does this lesson connect to/reflect the local community?
-This will connect to the local community because I will be creating problems that have conversions. The
students will be solving problems that have to do with things in their community and their school
community. For example, one question could be that the swing set at their local park measures 3m long,
how many cm long is the swing set?
5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm
5.NBT.7: Add, subtract, multiply, and divide decimals to the hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
5.MD.1: Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world
problems.
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
-The standards that can be linked to the previous grade level include the following:
4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.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
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g;
lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit
in terms of a smaller unit, Record measurement equivalents in a two-column table.
-In fourth grade students were exposed to multiplying and dividing multi-digit whole numbers. The
students have had a strong foundation on using various models to display their thinking. In fifth grade
we are working on decimal numbers and using the standard algorithm to solve and find the products or
quotients.
Trace the standard to the next grade level. What will students learn next related to this standard?
-The following standards are what the students will see in the next grade level:
6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions.
6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm.
-The students will have had practice multiplying and dividing multi-digit whole numbers and will now be
able to progress to doing the same operations, but this time with fractions.
There are a couple of misconceptions that students might have when engaging in this lesson. The first
misconception would be that the students think that when they are converting numbers they can just
add zeros. I have told the students multiple times that adding zeros is a trick and not a strategy.
However, the students are still very caught up on that idea. Another misconception that students might
have is that the lager units are going to be longer numbers. This will not always be the case because even
if the number is smaller in value, such as 0.0087 the number is still longer than say 87m.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately use whole number multiplication to express equivalent
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
measurements.
Students I CAN Statement: I can use whole number multiplication to express equivalent measurements.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
-The Webb’s Depth of Knowledge Level that is called for in this standard is Level 2: Basic Application of
Skills and Concepts.
Which level(s) of thinking is/are called for in your objective?
The level of knowledge that is called for in my objective is also Level 2: Basic Application of Skills and
Concepts.
Why did you choose this level(s) of thinking?
-I chose this level of thinking for this lesson/standard, because the students are using basic facts and
rules of multiplication in order to solve the problem. There is not much extended of complex thinking
that the students will have to complete during this lesson, this lesson is setting up foundational skills for
lessons that have higher levels of knowledge.
Describe your assessment plan:
The assessment plan for this lesson will be to collect an exit ticket at the end of the lesson that the
students will all work on independently.
Is your assessment formative or summative? Why did you make that assessment decision?
The assessment for this lesson will be a formative assessment. In the first module the students learned
about conversions and how to use the metric system. In module 2, the students will be revisiting this
content, but this time the problems are more difficult and students will be seeing word problems for the
first time within this content. I made the decision to make this a formative assessment, because I need to
gauge if my students understand the content. Many students struggled with this content on the end of
module assessment for module 1. I need to make sure all students understand the content in order to
move on to the next lesson, as it builds on lesson 13. I will also be collecting the scoot that the students
complete during the lesson. This will count as formative data as I will be able to see what students were
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
engaged during the lesson and their corresponding grades.
How does it align with your objective?
This formative assessment aligns with my objective because I will be checking to make sure that my
students are meeting the standard and have a strong understanding of how to convert various
measurements.
There will be no set rubric for this lesson. However, the formative assessment is an exit ticket that has
two questions. Question 1A has four parts; therefore it will be worth four points. Question 1B has five
parts and will be worth five points. This means that the total number of points that a student could
receive would be nine. I have decided to separate the points like this, because it helps raise the students’
math self-esteem, as many of our students are struggling with that. This way the students have more
opportunities to earn points, instead of making the exit ticket out of two points.
Part 2: Lesson Implementation
 During this lesson I will not be moving around much. At the start of the lesson I will be up at the
front of the room working through the first concept development problem with the students.
After we have gone over the first concept development problem I will move to my teacher
directed station for the students. The students will be moving around the room with their
partner to complete the math scoot.
 The processes and procedures that we will be using for this lesson will be what the students use
for all content area lessons. The students by this point are well aware of the classroom norms
and know that we should be following our norms. The norms have procedures for tasks such as
transitions like “transitions should be swift and quiet.” The students should do this automatically,
but if I notice that they are not abiding by the norms, I will pause and have the students read over
the specific norm that is not being accomplished. I will make sure that at the start of the lesson I
tell the students that we need to make sure we are aware and following our classroom norms in
order to have a successful lesson.
 The expectations that the students will have for this lesson will be to follow all classroom norms
(which are posted on a wall in the classroom so that all students can read/see them), the
students will be reminded of “SLANT” (sit up, lean forward, ask & answer questions, nod, and
track the speaker), I will communicate these expectations to the students at the beginning of the
lesson to make sure they start off with them in mind. If I see that the students are not meeting the
expectations I will remind them throughout the lesson to look at the norms and SLANT. The
students will also be shown a Google slide that shows them expectations for their math scoot.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
Students should be familiar with this, as we have just done something similar for Rock Your
School Day in science.
 If students are not meeting my expectations there are a few strategies that I will use to hopefully
get the students on track. If I see students who are not actively engaged I will use proximity to
help get the students on track. I will simply go over and stand near the student’s desk and that
should help them refocus. I will also be actively calling on students to make sure that everyone is
ready to answer during the lesson. For the students who need a more extensive management
plan, I will use the specific strategies that work for the student and actively monitor their
behavior and progress. My CT and I have also started to implement a new behavior tracking
strategy. We have a number clicker counter for both classes and any time a student shouts out,
has side conversations, or is off task we make one click. We have a chart on the board where we
will chart the amount of clicks at the end of the day. The students are competing against each
class to see which group can get fewer clicks at the end of the week.
 If the students finish the task/classwork early they will be directed to first check over their work
to make sure that it is correct and once the students have checked in with me or Mrs. Biggs, they
will be directed to go to the back table and work on their enrichment project. These students will
most likely be the gifted students in the class.
The materials that will be used during this lesson include the following:
 Student LEARN Eureka workbook
 Eureka Teacher Manual
 Pencils
 Scoot papers/conversion chart
 Computer
 Projector
 Phone for class dojo randomizer (calling on students)
 iPad for videoing the lesson
All of these materials will be needed to have a successful and engaging lesson. The students will be using
their Eureka LEARN book to complete the application problem and the exit ticket. The students will each
be passed out a string that varies in lengths. The students will use the string and Eureka rulers to
measure how long the string is using m, cm, and mm. The students will have various papers that will be
at each station that they rotate to that will have a problem related to the lesson that they will be solving
with their group members. The computer and projector will be used to display the Google slide show to
the students.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
-I will be differentiating the interest of my students in multiple ways. The first way that I will be
differentiating will be through the use of a math scoot. The students will be working on their problem set
questions at various stations around the room, while one station is teacher directed. This will allow my
lower level students more time for one-on-one instruction. This is something that they need in order to
succeed in this lesson and following ones. I will also be differentiating instruction for my gifted students,
as they will be working on their Bowling Alley enrichment project.
Which specific students will benefit, and why?
-This differentiation of readiness will mostly benefit two groups of students. The two groups that this
will benefit is the gifted and lower level students. The gifted students will benefit from this
differentiation, because they will not be required to work on the same problems as the rest of the class.
These students will be working on their Bowling Alley enrichment project. This will help deepen their
thinking and provide them with more complex questions. This differentiation will also benefit my lower
level students, because I will be working with each group in a small group setting during the lesson.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: Students who are in the pre-production level will be allowed to use a
classroom iPad to help with translation if needed. They will also be encouraged to use
manipulatives to help them work through the problems and to have a visual representation to
help them along the way. These students will also be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
 Early Production Level: Students who are currently at the early production level will also be
allowed to use manipulatives to help them receive a visual representation. The students will also
be working with a student who is bilingual and can help them with translation. These students in
addition to the pre-production level students will be pulled for small groups with the school’s
ESOL specialist to help give more detailed instruction.
 Speech Emergence Level: Students who are currently at the speech emergence level will be
focusing on collaborative work. This will allow students more independence, but also offers them
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
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support from their tablemates.

 Intermediate Fluency Level: Students who are at the intermediate fluency level will be working
alongside the other students in the class. The students will receive some additional support from
the ESOL staff and will be pulled every once in a while to make sure they are still on target and
their needs are continuing to be met.

What accommodations will you make for students who have an IEP or 504 plan?
-Currently we have two students who have 504s. One student is diagnosed with ODD, depression, and
anxiety. On her 504 she is supposed to receive any updates on if the schedule is changing beforehand,
receiving options to do something (not do this now), and have a “cool down” space if she is getting
overwhelmed that she can go to for 5 minutes and calm down. The other students who has an IEP
requires specific verbal directions and she receives 25% extra time to finish any form of assessments.

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
-The accommodation that will be made for students who identify as gifted will be that they are directed
to work through the concept development problems with the class, work on the last two problems in the
problem set classwork (as those are the harder problems), and if they have gotten them correct and I see
that they are understanding the content, they will go to the back table to work on their enrichment
project. These students will be working on “The Bowling Alley Project.”

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
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.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 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 you as the teacher
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
One reference that I am using for this lesson is the Eureka Learn book and embarc.online. This is where
the problems for the content development come from. This is the guiding structure for the lesson. The
turn and talk strategy has many benefits for students like sharing out their thinking which might help
another student with understanding the content. This is a website where I received some information
about the benefits of using turn and talks with my students:
https://old.newteachercenter.org/sites/default/files/global/documents/participation_structures/turn_talk_overvie
w.pdf.
Another reference that I will be using to help me plan through this lesson is the link provided below. This link
will bring you to a website that discusses station teaching and the benefits of it. Using station teaching will
allow me to make sure that I am reaching all of my students even during the hour time block we have for
mathematics.
https://ictmodels.wordpress.com/about/station-teaching-model/
1. What is the content area for this lesson? – The content area for this lesson is mathematics,
specifically focusing on using whole number multiplication to express equivalent measurements.
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) -The expected structure that this lesson will follow is a guided
release. The lesson will begin as a whole group and we will go over the first few content
development problems as a whole. The students will then go to their pre-designated groups and
begin working at their stations the students will all eventually make it to my station for a teacher
directed lesson. Students will then be brought back together to complete their exit tickets and
transition to IRLA.
3. Step-by-step plan:
Time: 60 minutes for the whole lesson.
Action Steps:
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 5th
say?
 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?
Name: Morgen Garlitz
Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20
(Students will be taking a Topic B quiz at the start of the lesson)
11:20-11:40pm
(About 1 minutes to get started)
11:40-11:41
1. The attention grabber “Wakanda” and student’s response of “forever” will be used to get the
students attention after they have completed their Topic B math quiz. The student’s will then be
asked to make the swift and quiet transition to math instruction.
2. I will make sure that the students are quiet and ready for expectations. Once I see that the
students have put away their quiz materials and are ready to engage in math instruction I will go
over the expectations for today’s lesson. I will remind the students that they are working to try
and earn dojo points, they are to follow the classroom norms (like they do in every lesson), and
make sure they SLANT. I will make sure that I go over the acronym with the students to ensure
that they all remember and can then participate.
(About 1 minute for I CAN statement)
11:41-11:42
3. I will now display a Google slide that displays the student’s I CAN statement. This is their learning
goal for the lesson. Their I CAN statement is the following: I can use whole number multiplication
to express equivalent measurements.
4. I will have one student read this out to the class, while everyone is engaged and tracking the
speaker.
5. Students will then be asked to place the materials (string and ruler) in their community bins at
their table.
(5 minutes for concept development problem)
11:42-11:48
6. We will first go over the concept development problem: 3 weeks = _______ days.
7. I will ask students probing questions such as “How many days are in a week?”
8. Students should then respond with “7.”
9. I will then use the class dojo randomizer and select one student to help work through the
problem with me.
10. I will explain to the students “If we know there are 7 days in one week, what operation would we
use to find out how many days are in 3 weeks?”
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
20

11. Students should then respond with “multiplication.”

12. I will have the students explain how I would use the standard algorithm to solve and get the
product of 21 days.
13. Next, I will engage the students in the second concept development problem: 13 lbs = _____oz.
14. I will repeat the same process and select another student to work through the problem with me.
15. I will ask the students the same type of probing questions such as “How many cm’s are in 1m?”
16. Students should respond with “100.”
17. Next I will have the students multiply 1.05m and 100cm and they should get a product of 105cm.
(About 20 minutes for math scoot)
11:48-12:08
18. During this time I will show the students a Google slide that goes over expectations for the scoot.
19. The expectations will go over things such as; when we are moving around the room we walk, we
stay with our partner, use our inside voices, and respect our classmates.
20. Once we have gone over the expectations I will have the students begin the scoot.
21. There will be questions numbered 1-10 all around the room. Students will be provided with the
scoot form where they will write their answers in the corresponding scoot box.
22. During this time I will be meeting with 3 different groups of students. I will spend about 5
minutes with each group. During this time I will go over any questions the students have and we
will work through a problem together.
23. I will be selecting the groups based on their academic levels in mathematics. I want to make sure
that the students I am meeting with first are my lower level students. This way I will know I have
time to work with them, while their peers are completing the scoot. After about 5 minutes, I will
move on to my on-level students and then the gifted students.
(About 5 minutes for debrief)
12:08-12:13
24. I will ask the students a few debriefing questions to get the students reflecting on the lesson they
completed today.
25. Questions can include: “What did we learn today?” “How can we use what we learned today in
our own lives outside of school?” and “What are some steps we need to follow when doing
conversions?”
26. During this time I will also ask if any students have questions and I will address those during this
time.
(About 5 minutes for exit ticket)
12:13-12:20

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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz

Grade Level Being Taught: 5th Subject/Content: Mathematics Group Size: Date of Lesson: 10/8/2019
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27. The students will then be asked to open their LEARN books to their lesson 13 exit ticket.
28. Students will have about 5 minutes to complete the two problems on the exit ticket.
29. When the students are done, I will collect their exit ticket and they will transition into IRLA “swift
and quietly” according to the classroom norms.

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