Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Jim Gritis

Grade Level 5th grade
Subject Math
Date 11/22/19

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to add numbers with decimals in them by
What do I want my students to purchasing items from McDonalds with a given budget.
know and be able to do?
Students will be able to ……

Standard : Standard 5.NBT.7

What is the CCSS that
corresponds with this objective?
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Add, subtract, multiply, and divide decimals to 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.
Students will be able to orally prove they can afford their
preferred meal through decimal addition.
Students will be able to write proof that they can afford their
preferred meal through decimal addition.

Assessment:
What assessments will I utilize
to determine that my students
have learned and met the
objective?
Students will be turning in a “proof sheet” that shows they can
afford the items they’d like to purchase from McDonalds. Every
student will be given $10 (fake) to make their purchases with.

Materials and Resources: • Paper

 What materials and resources
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
5 minutes
How will I clearly communicate
the objective and purpose for
learning? How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
Instructional Strategy: Teacher
Modeling –“ I Do”
5 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
10 minutes
How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
35 minutes
• Markers, colored pencils, crayons, etc.
• McDonalds Menu (see addendum A)
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
We’ll start the lesson by discussing the Students are
restaurant McDonalds and talking about expected to discuss
everyone’s favorite foods/drinks from with the teacher by
there. I’ll ask students if they know how raising their hand to
much their favorite items cost before answer.
telling them that they will have the chance
to explore the prices themselves.
I will show my students the objective and
purpose before having them write it down
in their math journals.
I will walk the students through an Students are
example problem. I’ll explain that students expected to listen
get $10 to make purchases from the carefully and ask
McDonalds menu. I’ll have students help questions where
me pick some items and then I’ll add those necessary.
items together. We’ll compare my total to
the $10 given and see if we need to make
any changes.
I’ll ask my students if they have any
questions about the addition process with
decimals before allowing them to get
some practice themselves.
Students will work through adding a single Students are
item to MY list in their table groups. expected to work
During this time, I will wander the class with their partner,
and verify that each table understands the quietly, and ask
assignment and that they understand the questions if
key ideas in adding decimals together. necessary.
Students will work on their proof of Students are
purchase by adding their items together expected to work
and creating a “proof sheet” that shows diligently, discussing
that their items cost less than $10.
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
5 minutes
How will I review and clarify the
concepts taught?
Addendum A
with peers when
necessary.
I will use the “proof sheet” as my evidence
for understanding. I’ll be able to see
everything I need from this sheet.
We’ll discuss how parents often pay for Students are
multiple people and how decimal addition expected to
skills will help people make informed participate in the
purchases in their life. discussion where
they see fit.