USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: Morgen Garlitz
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
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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Part 1: Lesson Content
Dividing by 10 patterns for whole number division.
How does this lesson connect to the interests and cultural backgrounds of your students?
-This lesson does not necessarily connect to the interests or cultural backgrounds of the students. I will
try and include real-life examples that the students can relate to in my explanations of the content.
How does this lesson connect to/reflect the local community?
-This lesson will connect to the local community, because students will be able to divide basic multi-digit
numbers that will be useful and relevant in their daily lives. The application problems will also
connect/reflect the local community, because the problem deals with the length of a vegetable garden,
which is something that they can see everyday within their communities.
5 .NBT. 1: Recognize that in a multi-digit number, a digit in the one place represents 10 times as much as
it represents in the place to its right and 1/10 of what it represents in the place to its left.
5. NBT. 2: Explain patterns in the number of zeros of the product when multiplying a number by powers
of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided
by a power of 10. Use whole number exponents to denote power of 10.
5. NBT. 6: Find whole number quotients of whole numbers with up to four digit dividends and two-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.
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. 1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of
place value and division.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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)
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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4. NBT. 2: Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >,
=, and < symbols to record the results of comparisons.
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
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
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.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 few misconceptions that students might have when learning to divide multi-digit numbers by
basic 10 facts. The first major misconception that students might have would be that because they are
dividing by basic ten facts they can just cross out the zeros. This again is a trick and not a strategy and it
Is important that I tell the student’s that this might work now, but they cannot get used to doing this
because when they get into higher math courses this will not work and they will not have the strategies
to help them. The second misconception would be the difference between the dividend and the divisor.
This can be a challenging topic for the student’s because they get confused as to which one goes inside
the house. This is something that I would like to make sure the students understand at the beginning of
the lesson.
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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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
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?
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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Students will be able to accurately divide by 10 patterns for multi-digit whole number division.
Students I CAN Statement: I CAN divide by 10 patterns for multi-digit whole number division.
*During this lesson I will also be making explicit connections to exponents and using prior knowledge
that the students have in order to help make connections and fill in gaps with this lesson.
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 10 facts and
rules of division 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 create a Plicker exit ticket that the students will have to
solve. The students will be required to show their work in their math notebooks.
Is your assessment formative or summative? Why did you make that assessment decision?
-This will be a formative assessment. I have made this decision, because the student’s will have just had a
mid-module assessment the two days prior and the students do not need another major assessment at
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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this time. This is also the first time that the student’s will be exposed to dividing multi-digit numbers by
basic 10 facts.
How does it align with your objective?
-This aligns with my objective because I am evaluating if the students can accurately divide multi-digit
numbers using basic facts of 10.
The exit ticket Plicker activity will be scored out of two. The exit ticket will consist of two separate
questions. The students will be made aware that I will be scoring their exit ticket in two parts. The two
Plicker questions will be worth 50% and I will be doing a notebook check to check their calculations that
will be another 50% of their score. I believe that it is very important to give the students, as many
opportunities as possible for them to earn points, because we want to try and build up their math-
esteem, not break it down.
Part 2: Lesson Implementation
● During this lesson I will be moving around much. At the start of the lesson I will be up at the front
of the room working through the sprint activity, application problem, and first couple of concept
development problems (problem set questions) with the students. After we have gone over the
concept development/problem set questions I will have students work with their table partners
to complete the remaining problem set questions that I would like them to complete. During this
time I will be walking around the room and assisting students if they are struggling and need
help.
● 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
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th
if students do not meet your
expectations? Are there
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!)
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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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.
● 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
students who are identified as gifted in the class.
The following materials will be needed for the lesson:
● Student LEARN Eureka book
● Student FLUENCY Eureka book
● Math notebooks
● Plicker cards
● Pencils
● White board
● Expo markers
● Eraser
● Computer
● Projector
● IPhone for recording the lesson
● Enrichment project
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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.)
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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All of these materials will be needed in order to have a successful and engaging lesson. The students will
be using their Eureka FLUENCY books to complete the sprint at the beginning of the lesson for their
fluency practice. Next, the student’s will be using their LEARN books to complete the application
problem and problem set. The student’s will need to use their math notebooks to show their work for the
Plicker exit ticket activity. They will also need to use their Plicker cards for the exit ticket at the end of
the lesson. The computer and projector will be used to display the Google slide show to the students.
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 readiness of my students by allowing students who are completed with the
problem set and have grasped the material to go to the back table in the room and work on their math
enrichment groups. In these groups the students will not be receiving more work, but they will instead
be engaging in deeper work and thinking.
Which specific students will benefit, and why?
-This will specifically benefit the students who demonstrate a need for enrichment in the class. My class
currently has four identified gifted students and two students who we are in the progress of trying to
bring up. This will provide the students with deeper thinking questions that will engage the students,
with challenging work.
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.
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
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
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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● 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
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 504
requires specific verbal directions and she receives 25% extra time to finish any form a 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.”
One reference that I am using for this lesson is the Eureka Learn book and Embarconline.com. This is
where the problems for the content development come from. This is the guiding structure for the lesson.
Another reference that I will be using in this lesson is the place value charts that I made into whiteboards
for the students to practice with. This cuts down on time needed to draw the chart and makes them
readily available for the students. 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_overview.pdf
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Morgen Garlitz
Grade Level Being Taught: 5th
(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
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?
Subject/Content: Mathematics Group Size: Date of Lesson: 10/17/2019
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1. What is the content area for this lesson? The content area for this lesson is mathematics,
specifically focusing on using multi-digit whole number division using basic facts of 10.
1. 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 (problem set) problems as a whole. The students will then be asked to work with
their table/shoulder partner on their remaining problem set questions. Students will then be
brought back together to complete their exit tickets and transition to IRLA.
2. Step-by-step plan:
Time: 60 minutes for the whole lesson.
Action Steps:
(About 2 minutes to get started)
11:20-11:22
1. The attention grabber “Flat Tire” and student’s response of “Shhhhh” will be used to get the
students attention after science instruction is over. The student’s will then be asked to make the
swift and quiet transition to math.
2. I will make sure that the students are quiet and ready for expectations. Once I see that the
students have put away their science material and are ready to engage in math 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 6-8 minutes for fluency practice)
11:22-11:28
3. The students will now be asked to get their Eureka FLUENCY books out and open to the module 2
lesson 2 sprint. I will have the students write their name on both sprints and tear out the two
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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: 10/17/2019
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sprints and place them down on their desks. The students will be asked to put their fluency books
away after they rip out the pages.
4. We will quickly go over the expectations for when we are doing sprints. The students will begin
when the teacher starts a timer for one minute. The students will complete as many problems as
they can during the one-minute. When the timer goes off, students will be expected to put their
pencils down. The goal is for the students to complete at least 10 numbers on the sprint
assignment.
5. After they have put their pencils down and have looked up, I will ask the students to get out a
grading pen and mark their answers as correct or not as I am reading out the answers.
6. After the students have completed Sprint A, they will turn the page and will repeat the same
process for Sprint B. The goal of Sprint B is to have the students hopefully complete at least one
more question than they did on Sprint A.
7. The same process will be repeated for when we are checking the answers for Sprint B.
8. I will be sure to give students specific praise. The students do not need to stand up and be
recognized, but I will tell them that if they got at least one more right on Sprint B to give
themselves a pat on the back, because that is the goal of our sprints.
9. Once the students have completed the sprints and we have checked them the students will place
the sprints in the right hand corner of their desks to be collected for a CFA after the lesson.
(About 5 minutes for application problem)
11:28-11:33
10. Next I will change the slide on the board and show the students their applications problem.
11. The students will have about 3 minutes to work on the problem. I will be floating around during
this time to help answer/assist any students who might be struggling.
12. After the time is up, I will begin to go over the application problem with the students. It is
important that I show the students multiple ways to solve the problem. I will be solving the
problem using the standard algorithm and an area model. The students will be asked to write
down whatever method they did not solve with.
(About 1-2 minutes for I CAN statement)
11:33-11:34

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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: 10/17/2019
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13. Once we have gone over the problem I will have the students read their I CAN statement for the
day. Their statement is “I can divide by 10 patterns for multi-digit whole number division.”
14. It is important to make connections between what they learned in fourth grade and how that has
built a strong foundation for them and how they will need the information we are learning now
to be successful in sixth grade. Dividing will continue to get increasingly more difficult, especially
when we move away from basic 10 division. I want the student’s to know that they need to pay
close attention and really learn these division strategies.
(Concept Development 25 minutes)
11:34-11:59
15. Next, we will move on to the first concept development problem. I will be using problems that
come from the problem set. These are a bit more difficult, but the student’s seem to respond
better to this style of teaching when compared to using the actual concept development
problems.
16. The first question will be 12,000/100.
17. Students will now Turn and Talk with their shoulder partner about ways they could start
solving this problem.
18. I will then ask for a few students to share his/her thoughts and what their shoulder partner
groups discussed.
19. After the students share I will be begin to go over the problem with the students.
20. The students will be asked to open their LEARN (module 2 lesson 16 problem set) books and
copy down everything that I am doing on the board in their books.
21. I will go through three or four more problems with the students as a whole group (12,000/300,
560,000/700, and 450,00/500)
(Problem Set about 10 minutes)
11:59-12:09
22. Once we have gone over the problems as a class, I will have the students get out their Eureka
LEARN books and open to the module 2 lesson 16 problem set. The students will be directed to
complete numbers 1D, 2D, 2G, 4A, and 4B. The students will be given about 15 minutes to work
through the problems with their shoulder partner. The students will be allowed to move around

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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: 10/17/2019
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the room. However, if the students are not focusing on math and are playing with the flexible
seating the students will be directed to go back to their seats.
23. It is important to remind them that they are working to earn dojo points.
(5 minutes to go over answers/solutions)
12:09-12:14
24. After the students have completed the problem set, they will return to their seats to go over the
problems.
25. The students should have their correcting pen in hand and should be correcting (NOT
CHANGING) their answers as we are going over the problem set.
(Debrief about 1 minute)
12:14-12:15
26. After completing the problem set and going over the answers I will have the students either give
me a thumbs up if they understand the material or a thumb in the middle if they are still
struggling. This will be when the students can ask any questions that they might have and we will
debrief over the material.
*What did we learn today and how can we use this in our lives?
*Can someone give me a brief summary of the processes that we used today?
*What are some important ideas we learned today?
*What are some new goals we can focus on moving forward?
(Exit ticket about 5 minutes)
12:15-12:20
27. After we have gone over the problems and we have had a class debrief discussion, I will have the
students get out their math notebooks and their clipboards that have the Plicker cards attached
to the back.
28. The students will have to answer and work out two problems in their notebooks and answer
using the Plicker card.
29. The students will answer the two following questions: 59,000/1,000 and 480,000/600.
30. The students will then be asked to put all of their math materials away and prepare to transition.
(Transition time about 30seconds)-built into schedule

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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: 10/17/2019
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31. The students will then be reminded that they need to make a “swift and quiet” transition from
math to IRLA and be ready to being IRLA with their books.

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